中学生物教科书中的名义技术术语的语义分类
Rurong Le1, Sheng Yu2, Xianhe Zhang2
1School of Foreign Studies, Guangzhou University, Guangzhou, Guangdong, People's Republic of China.
PloS one
|November 11, 2024
概括
生物学教科书中的名义技术术语 (NTT) 被分为五个类别,揭示了每个类型如何构建不同的学科知识. 这项研究为改善生物学教育提供了见解.
科学领域:
- 科学教育科学教育教育.
- 生物教育教育 生物学教育
- 科学中的语言学.
背景情况:
- 名义技术术语 (NTT) 对于建立学科知识至关重要,但也带来学习挑战.
- 现有的关于NTT的研究,特别是在特定用途英语 (ESP) 中,往往侧重于单词列表,而不是含义或知识构造.
- 当前对技术术语的分类并不充分代表它们在构建特定学科知识中的作用.
研究的目的:
- 在中学生物教科书中对名义技术术语 (NTT) 进行分类.
- 调查不同类别的NTT所构建的知识.
- 探索NTT在生物学课程中的分布.
主要方法:
- 对中学生物教科书进行了基于库的研究.
- 标称技术术语 (NTTs) 被确定和分类.
- 用词典图分析来检查与NTT类别相关的知识构造.
主要成果:
- 名义技术术语 (NTT) 被分为五种主要类型:事物,活动,语义,地点和时间.
- 在NTT分布中观察到显著的学科内部差异.
- 分析表明,五种NTT类型中的每一种都构建了不同的知识形式.
结论:
- 对NTT的分类为理解它们在知识构造中的功能提供了一个新的框架.
- 研究结果强调了在教授生物学时考虑NTT类型的重要性.
- 根据NTT分析,提出了加强中学生物教学的影响.
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