教科书中的“问题”如何引导学生的学习?——基于统编本初中语文教科书的批判话语分析  

How do the questions in textbooks guide students’learning?:critical discourse analysis based on unified Chinese textbooks for junior middle school

作　　者：石心玥 何珊云[1] SHI Xinyue;HE Shanyun(College of Education,Zhejiang University,Hangzhou,Zhejiang 310058,China)

机构地区：[1]浙江大学教育学院,浙江杭州310058

出　　处：《教学研究》2025年第1期54-61,共8页Research in Teaching

基　　金：国家社会科学基金2022年度教育学一般项目(BHA220117)。

摘　　要：“问题”作为语文教科书助学系统的重要组成部分,对于学生的学习起到了重要的引导作用。采用费尔克拉夫的批判话语分析法,利用布鲁姆教育目标分类学(修订版)、“问答关系”(QAR)分类模式等工具,从文本、话语实践和社会实践三个维度对统编本初中语文教科书中的“问题”进行了分析。结果发现:教科书中的“问题”重在引导学生通过记忆、理解和分析的认知过程来学习课文中的陈述性知识,以此提升学生的思维能力并促进学习迁移;教科书中的“问题”以文本和语文要素为中心,忽视了学生的自我观点表达。这些结果一方面反映了我国教育体制内长期固有的文化理念和权力关系,另一方面也体现了一种编写者对于教育理想与现实的平衡。Question,as a significant part of Chinese textbook learning assistant system,has played an important role in guiding students’learning.Based on Fairclough’s critical discourse analysis theory,this study applies Bloom’s Taxonomy of Educational Objectives(revised edition),“question and answer relation”(QAR)classification model and other tools to analyze the questions in junior middle school Chinese textbook from the three dimensions of text,discourse practice and social practice.The results show that the questions in textbook focus on guiding students to learn declarative knowledge in the text through the cognitive process of remembering,understanding and analyzing,so as to improve students’thinking ability and promote learning transfer.In addition,the questions in the textbook focus on text and language elements,while suppress the students’self-expression.On the one hand,these results reflect the long-term inherent cultural concept and power relationship in China’s educational system.On the other hand,they also reflect the writer’s balance between educational ideal and reality.

关 键 词：语文教科书 问题 批判话语分析 

分 类 号：G633.3[文化科学—教育学]