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语言和文字作为人类社会的重要交际工具和信息载体，与学生的学科学习密不可分。教育部新颁布的《义务教育语文课程标准(2022年版)》要求在语文课堂中开展跨学科主题学习活动。然而，如何实现语文课堂的“跨学科”?这为我国当前语文课堂的教学改革和评价创新提出了新的机遇和挑战。本文从系统功能语言学和语言发展理论视角出发，结合教育语言学国际前沿研究成果，介绍了“跨学科分析型语言能力”(CALS)的理论框架及其测评体系。研究结合中国学生样本，探讨了中文CALS的发展趋势及其对综合阅读理解能力的预测作用。研究结果将为我国语文课堂的教学改革和评价创新提供思路方法和实证依据。
Abstract：Language has a close relationship with disciplinary learning as it is the primary source of social communication and information exchange. “Curriculum Program and Curriculum Standards of Compulsory Education(2022 Edition)” launched by the Ministry of Education advocates that the Chinese language classes should promote cross-disciplinary activities, which raises new opportunities and challenges for Chinese language teachers. The present study, based on the system-functional linguistics and theory of language development, introduces Cross-disciplinary Analytical Language Skills(CALS), an innovative construct and instrument in the field of language education worldwide. Using a sample of Chinese elementary school students, the study reveals the developmental trajectory of Chinese CALS in upper-elementary grades as well as its predictive effects on students' reading comprehension proficiency. The findings provide empirical evidence to show CALS as a promising construct and instrument that could inform pedagogical and assessment innovation in Chinese language classrooms.
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(1)家庭社会经济水平计算公式为:(父亲受教育程度×3+父亲职业地位×5+母亲受教育程度×3+母亲职业地位×5)÷2。
基本信息:
DOI：
中图分类号:G633.3
引用信息:
[1]秦文娟,孙玥灵,丁泉琨.跨学科分析型语言能力：论语文课堂的教学改革与评价创新[J].全球教育展望,2022,51(10):105-116.
基金信息: