学科、学科范式、学科知识之关系:对学科语篇研究的启示北京外国语大学中国外语与教育研究中心陈明  

On the relationship among discipline,disciplinary paradigm and disciplinary knowledge:Implications for disciplinary academic discourse research

作　　者：陈明[1] 周惠[2] CHEN Ming;ZHOU Hui

机构地区：[1]北京外国语大学、中国外语与教育研究中心 [2]东北师范大学外国语学院

出　　处：《外语教学理论与实践》2024年第3期19-27,共9页Foreign Language Learning Theory And Practice

基　　金：国家社会科学基金项目“二语学术话语中语篇评价能力的发展规律研究”(17BYY186);吉林省教育厅人文社科基金项目“基于生态系统理论的二语学术写作能力的发展模型研究”(JJKH2021326SK)的阶段性成果。

摘　　要：鉴于范式对知识建构实践的规约性及学科语篇的复杂性,本文探讨学科、学科范式、学科知识和学科语篇的关系。在共时层面,硬学科范式具有同质性,而软学科范式体现异质性。在历时层面,硬学科发展是学科范式的更替,软学科发展是学科范式主导地位的转移,代表学科所持哲学理念的转变,这种转变可能影响学科成员所从事的知识建构实践和语篇实践。此观点为后续学科语篇研究提供了启示。In the light of the shaping effect of paradigm on knowledge-building and the inherent complexity of academic discourse,this study discusses the relationship among discipline,disciplinary paradigm,and disciplinary knowledge.Synchronically,disciplinary paradigm is homogeneous in hard sciences,whereas it is heterogeneous in soft sciences.Diachronically,disciplinary revolution of hard sciences is characterized by paradigm shifting,while that of soft sciences is featured by paradigm position shifting.This shift in paradigm position indicates a change in philosophical beliefs held by disciplinary members,which might influence the knowledge-making practices and academic discourse practices.In accordance with this view,several suggestions are provided for disciplinary academic discourse analyses.

关 键 词：学科 学科范式 学科知识 学科语篇 

分 类 号：H05[语言文字—语言学]