系统功能语言学视域下小学语文教学的问题与策略

Teaching Problems and Strategies of Primary School Chinese Textbooksthe Perspective of Systemic Functional Linguistics

中文关键词:  系统功能语言学；统编版小学语文教材；语义；图画；文学教学

英文关键词:Systemic Functional Linguistics，Chinese textbooks prepared by Ministry of Education, semantics, image, literature teaching

中文摘要:

      系统功能语言学及其相应的教育语言学认为，学生的读写能力在现当代是一种多元读写能力，具体包括掌握不同的语类，使用语言与图画等表意符号认知世界、与人交往、组织信息，并且能够透过表层意义把握深层次的主题。以此为参照，目前基于统编版教材的小学语文教学普遍存在三个问题：强调汉语字词学习，忽略语类、语篇及词汇语法等语言层次的讲解；重视语言符号，忽略图画符号及其表意系统；文本分析为简单的阅读理解，缺乏高层次逻辑推理和深入的主题分析。文章提出三项应对问题的教学策略：丰富课程整体设计；加强教师语言理论、视觉语法和文学阅读培训；借鉴悉尼学派“读写一体教学法”组织课堂教学。这三者交相呼应贯穿于语义、图画和文学教学中。

英文摘要:

      Systemic Functional Linguistics and its descendant Educational Linguistics argue that students’ literacy in the modern era should be multi-literacy, which consists of the mastery of a variety of genres; the capability of construing our world, interacting with other language users and constructing a coherent discourse through language and other semiosis；and the skill of interpreting texts on a deeper level. Departing from this perspective, the teaching of primary school Chinese through the textbooks prepared by Ministry of Education presents three problems: The majority of teaching efforts were spent on Chinese characters with less consideration of other language aspects such as genre, discourse，and grammar; too much attention was paid to language symbols while the images and their semiotic system of meaning resources were ignored; text-reading was treated merely as a simple comprehension and lacked logical inferences and analytical interpretations. Therefore, this paper, accordingly, proposes three teaching strategies: first, enriching curriculum contents; second, strengthening teacher-training on language theory, visual grammar and literature reading, and improving classroom teaching based on Sydney School’s pedagogy “Reading to Learn”.