多模态视角下学科知识建构的对比研究

虽然义务教育教材广泛地使用了多模态语篇建构学科知识，但教材如何实现知识建构的本质规律并未被充分说明。功能语言学对多模态语篇的研究揭示了人类如何通过及物性过程传达经验知识的模式，为学科知识建构的探索、教材编写的理论支撑和实践指导提供了借鉴意义。文章以此为基础，采用定性和定量相结合的方法，从人教版义务教育数学和物理教材中选取72篇多模态语篇，分析其如何利用多模态资源实现知识建构的模式，发现不同学科知识建构模式存在一定的差异性。具体而言，语言模态的及物性过程分布相似，体现形式趋同；视觉模态的及物性过程分布、视觉结构差异较大；两种模态互动的及物性过程只有3种类型发生符际对应。 

A Contrastive Study of Disciplinary Knowledge-building from the Perspective of Multimodality

Although compulsory education textbooks widely use multimodal texts to build disciplinary knowledge, the essence of how textbooks realize knowledge-building has not yet been fully explained. The study of multimodal texts by functional linguistics reveals the mode of how human beings convey experiential knowledge through transitivity processes, which informs the exploration of the disciplinary knowledge construction, along with the theoretical support and practical guidance of textbook compilation. Based on this, this study adopts the combination of qualitative and quantitative methods, selects 72 multimodal texts from Mathematics and Physics textbooks of compulsory education published by People’s Education Press, and discusses the patterns by which textbooks use multimodal resources to realize knowledge-building. The findings reveal that there are similarities and differences of knowledge-building patterns in different disciplinary textbooks. To be specific, for the transitivity processes in verbal mode, their distribution is similar and realizing forms converge; for those in visual mode, their distribution is quite different and visual structures diverge; for those in the interaction of both modes, there are only three types of intersemiotic parallel.