学科教材语言的性质与类型划分——以数学教材语言为例  

Nature and Types of Language in Subject Textbooks—Language of Mathematics Textbooks as an Example

作　　者：周璐 Zhou Lu(College of Chinese Language and Culture,Sichuan International Studies University,Chongqing 400031,China)

机构地区：[1]四川外国语大学中国语言文化学院,重庆400031

出　　处：《洛阳师范学院学报》2024年第4期75-81,共7页Journal of Luoyang Normal University

基　　金：重庆市社会科学规划博士培育项目(2019BS025);四川外国语大学青年科研项目(sisu202047);国际中文教育研究课题青年项目(22YH891)。

摘　　要：学科教材语言的类型及构成是教材语言理论的基本问题,关系到学科教材语言的地位、价值、研究方法以及研究重点等诸多方面。以学科教材语言的典型成员——数学教材语言为例,结合功能观与实态观,揭示语言与知识的依存关系,通过构拟相关模型分析该学科教材语言系统的内部层次性,提出了“学科范式语言”概念。学科范式语言与通用叙述语言分别承担知识表征、表述与知识教学功能,但学科范式语言与知识对象关系更为紧密,应作为学科语言学习的重点。The types and composition of language in subject textbooks involves the basic topic of textbook language theory,which is related to the status,value,research methods and research focus of language in subject textbooks.Taking the typical member of the language of subject textbooks,language of mathematics textbooks,as an example,this research reveals the dependency relationship between language and knowledge by integrating the functional viewpoint and the actual-state viewpoint,and proposes the concept of“language of discipline paradigm”through analysis on the internal hierarchy of the language system in subject textbooks by constructing the relevant model.Language of discipline paradigm and general narrative language undertake the functions of knowledge representation,expression and knowledge teaching respectively,but language of discipline paradigm is more closely related to knowledge objects,which should be the focus of subject language learning.

关 键 词：学科教材语言 学科范式语言 学科专用叙述语言 通用叙述语言 

分 类 号：H19[语言文字—汉语]