教学语境的结构与功能探析  

On the Structure and Function of Teaching Context

作　　者：张丽萍[1] 李三福[2] 

机构地区：[1]湖南科技大学物理学院,湖南湘潭411201 [2]湖南科技大学教育学院,湖南湘潭411201

出　　处：《湖南科技大学学报（社会科学版）》2008年第5期124-128,共5页Journal of Hunan University of Science and Technology(Social Science Edition)

基　　金：全国教育科学"十五"规划课题"教育语用学研究"(FAB050748)

摘　　要：教学语境是教学语用学研究的核心范畴之一,其结构由硬语境与软语境的相互联系、相互制约构成,其功能主要表现在教学语境是教学话语贴切得体的"引擎"、是教学话语意义生成的"温床"、是教学话语意义理解的"基础"、是教学话语主体活动的"舞台"等方面。Teaching context is one of core categories in teaching pragmatic research, the structure of which is constituted by mutually related and restricted direct and indirect context, and the function of which mainly displays in the fooling： teaching context is an appropriate ＂en（me＂ of teaching utterance. It is a generative ＂hotbed＂ of teaching utterance signification, the understanding ＂foundation＂ of teaching utterance signification, and an active ＂stage＂ of teaching utterance subject, and so on.

关 键 词：教学语境 结构 功能 

分 类 号：G42[文化科学—课程与教学论]