我国高中英语教材生态素养呈现研究  

Representation of Ecological Literacy in High School English Textbooks in China

作　　者：李润怡 张虹 Li Run-yi;Zhang Hong(National Research Centre for Foreign Language Education,Beijing Foreign Studies University,Beijing 100089,China)

机构地区：[1]北京外国语大学中国外语与教育研究中心,北京100089

出　　处：《外语学刊》2025年第1期57-63,共7页Foreign Language Research

基　　金：国家社科基金项目“世界主要国家中小学外语教材文化呈现比较研究”(21BYY122);中央高校基本科研业务费专项资金资助项目“法国英语教材中的全球公民教育呈现”(2024JX092)的阶段性成果。

摘　　要：本研究以7册我国高中英语教材作为研究对象,运用内容分析和生态话语分析方法,探究教材生态素养呈现及其话语表征。研究发现:教材中生态行为素养和生态知识素养的内容较多,生态伦理素养和生态情感素养的内容较少。各生态素养内容又有其较为凸显的话语表征,包括:将专家作为言说主体、将自然标记为积极价值、将人与自然作为同类参与者角色、倡导保护自然的行动以及反思破坏自然的活动。基于研究发现,本研究从内容选择、话语建构、活动设计等方面为教材编写者和一线英语教师提供了建议。This study examines the representation of ecological literacy and its discursive representation in seven high school English textbooks currently used in China through content analysis and ecological discourse analysis.Our findings reveal a substantial inclusion of content related to ecological behavior and ecological knowledge,whereas the content concerning ecological ethics and emotional aspects is comparatively limited.Each aspect of ecological literacy exhibits distinct discursive representations,including positioning experts as the main speakers,attributing positive values to nature,presenting humans and nature as equal participants,advocating actions for conservation,and reflecting on activities that harm nature.This study also provides suggestions for textbook writers and frontline English language teachers in terms of content selection,discourse construction,and activity design.

关 键 词：生态知识素养 生态情感素养 生态伦理素养 生态行为素养 高中英语教材 生态话语分析 及物性 

分 类 号：H319[语言文字—英语]