教育语言学学科范式的生成过程研究

On the Formation Process of Disciplinary Paradigms in Educational Linguistics

关注教育语言学学科范式的生成过程,必须从教育语言学的学科特点和人文社会科学的研究范式的总要求出发,关注教育语言学知识本身的静态形式和动态形式,并基于语言教育问题重组、拓展教育语言学知识的生成点,在语言教育实践中捕捉和提炼语言知识获得过程中的教育教学资源,推进语言知识和技能的生成和语言知识网络的构建。基于此,文章通过对教育语言学学科范式流派、范式类型、范式成因和范式规律探究过程的回顾,在阐释其学理背景、科学内涵、基本内容、核心要义的基础上解析教育语言学学科范式的生成过程,以期为构建有中国特色的教育语言学学术体系、话语体系提供学理支撑。

It is necessary to emphasize the static and dynamic forms of knowledge in educational linguistics from its disciplinary characteristics and the paradigm demands of humanities and social sciences when focusing on process of the disciplinary paradigm of educational linguistics, and promote the generation of language knowledge and its network in order to capture and extract educational resources in the process of acquiring language knowledge in the practice of language education. Therefore, this article aims to provide theoretical support for the construction of educational linguistics with Chinese characteristics by exploring the genres, types, causes and laws of paradigms while explaining its academic background, scientific connotation, content and significance.