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

ZHOU Jin-you

doi:10.19979/j.cnki.issn10082689.2022100079

Volume 38 Issue 6

Dec. 2022

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Article Navigation > Journal of University of Science and Technology Beijing ( Social Sciences Edition) > 2022 > 38(6): 685-694

ZHOU Jin-you. A Contrastive Study of Disciplinary Knowledge-building from the Perspective of Multimodality[J]. Journal of University of Science and Technology Beijing ( Social Sciences Edition), 2022, 38(6): 685-694. doi: 10.19979/j.cnki.issn10082689.2022100079

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ZHOU Jin-you. A Contrastive Study of Disciplinary Knowledge-building from the Perspective of Multimodality[J]. Journal of University of Science and Technology Beijing ( Social Sciences Edition), 2022, 38(6): 685-694. doi: 10.19979/j.cnki.issn10082689.2022100079

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

doi: 10.19979/j.cnki.issn10082689.2022100079

ZHOU Jin-you

School of Foreign Languages, Southwest Medical University, Luzhou 646000, China

Received Date: 2022-10-17
Available Online: 2022-11-21
Publish Date: 2022-12-05

Abstract

Abstract

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.
- Mathematics textbooks,
- Physics textbooks,
- transitivity processes,
- knowledge-building

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References

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