儿童学业语言的概念框架与教育意蕴  

The Conceptual Framework and Educational Implications of Children's Academic Language

作　　者：蒋忠心 周兢 JIANG Zhong-xin;ZHOU Jing(Department of Preschool Education,Faculty of Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学教育学部学前教育学系,上海200062 [2]中国基础教育质量监测协同创新中心华东师范大学分中心,上海200062

出　　处：《基础教育》2019年第2期64-73,共10页Journal of Schooling Studies

基　　金：2017年国家社科基金一般项目"基于汉语儿童语料库的语言障碍诊断系统研究"(项目批准号:17BYY093)

摘　　要：语言文化多元背景下的儿童学业教育问题,更加凸显了儿童学业语言发展的重要性。然而,关于学业语言的概念界定,学者尚未达成共识。对已有文献的研究与分析表明,学业语言的定义呈现出多元化形态,且演变出不同理论视角的概念发展图景。基于教育语言学立场的学业语言概念框架阐释,指向一种多元融合的学业语言连续体模型。学业语言是不同于日常会话的一种特别的语言语域,旨在实现信息交流、学业思考与社会象征三大功能,在学业教育话语情境实践中表现出特定的语言学特征和语用学规范。学业语言视阈下的课程教学、教师教育发展有其特定的实践意蕴。The problem of children's academic education under the background of culturally linguistic diversity highlighted the importance of children's academic language development. However, there was still no consensus on the conceptual definition of academic language. Review on existed literatures showed the definition of academic language was multiple, with different landscape within different theoretical perspectives, while the conceptual interpretation of academic language based on educational linguistics pointed to a pluralistic fusion model of academic language continuum. As a specific language register, academic language demonstrated different linguistic features and pragmatic norms against daily conversation and served in the function of information exchange, academic thinking and social symbolism, which had specific implications for curriculum teaching and teacher education development.

关 键 词：儿童 学业语言 概念框架 教育意蕴 

分 类 号：G613.2[文化科学—学前教育学]