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中小学物理教科书的知识建构 本书特色
《中小学物理教科书的知识建构》共六章。**章是引言，介绍了研究背景、目的、意义并对《中小学物理教科书的知识建构》结构进行了概述。第二章是对前人相关研究的综述和简评，为下面章节内容奠定了理论基础。第三、四、五章是《中小学物理教科书的知识建构》的核心，第三章建立了本研究的理论框架，第四、五章具体分析了中小学不同层次物理教材中的知识建构方式。第六章为《中小学物理教科书的知识建构》的结论，阐述了本研究的发现、意义、不足以及对未来研究的展望。
中小学物理教科书的知识建构 目录
前言
table of contents
目录
list of abbreviations
list of figures and tables
chapter 1 introduction
1.1 research background
1.2 objectives of the study
1.3 data and methodology
1.3.1 data collection
1.3.2 data analysis
1.4 terminology
1.5 an overview of the book
chapter 2 literature review
2.1 knowledge interpretation
2.1.1 sfl's understanding of knowledge
2.1.2 interpretation of knowledge in bernstein's se
2.1.3 the complementarity of knowledge interpretation between sfl and se
2.2 the researches into scientific discourses
2.2.1 in pragmatics
2.2.2 1nesp
2.2.3 in sfl
2.2.4 from an intergrated perspetive of sfl and lct
2.3 researches into science textbooks
2.3.1 from a non-sfl perspective
2.3.2 from a sfl perspective
2.4 researches into force and motion
2.5 comments on the previous studies
2.6 summary
chapter 3 theoretical framework
3.1 the framework for the analysis of knowledge building
3.2 sfl
3.2.1 stratification
3.2.2 metafunctions
3.2.3 field in sfl
3.2.4 grammatical metaphor and technicality
3.3 sf-mda
3.3.1 sf framework for mathematical symbolism
3.3.2 sf framework for visual images
3.4 bernstein's knowledge structure and lcts semantics
3.4.1 bernstein's knowledge structure
3.4.2 sd and sg in lct
3.4.3 a linguistic perspective of lct's semantics
3.5 summary
chapter 4 ways of knowledge building in physics textbooks
4.1 building knowledge through genre
4.1.1 experimental procedure: a macro-genre doing science
4.1.2 picture commentary: a macro-proto-genre
4.1.3 story
4.2 building knowledge through entities and activities
4.2.1 building knowledge through entitities in physics textbooks
4.2.2 building knowledge through activities
4.2.3 taxonomic relations of physical knowledge in school physics
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chapter 5 a linguistic exploration of sd and sg in physics textbooks
chapter 6 conclusion
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