A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality

Bin Lu; Shengyan Shi

doi:doi:10.11648/j.edu.20200906.15

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A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality

Bin Lu, Shengyan Shi

Published in Education Journal (Volume 9, Issue 6)

Received: 7 December 2020 Accepted: 25 December 2020 Published: 31 December 2020

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Abstract

With the advent of the post epidemic era, discourse analysis based on systemic functional linguistics has undergone corresponding changes. As one of the key categories of science discourse, the discourse of science education has become one of the research hot spots. The reasonable arrangement, presentation and proportion of Chinese science education in English textbooks of senior high school are of positive significance to improve students' scientific literacy and broaden their horizons. This study aims to analyze the discourse of science education, including the contents, integration forms, meaning construction, relation between image and text by using qualitative methods and investigate the attitude of teachers towards science education in Chinese English textbooks of senior high school by using quantitative methods from the perspective of multimodality based on textbook evaluation theory, visual grammar, and relation theory of image and text. A total of 228 teachers from five different Chinese cities as Anyang, Luoyang, Luohe, Xuchang were investigated. The conclusion are: (1) it should pay attention to increase cognition education of science and technology frontier, design the content of science education more scientifically; (2) it should pay attention to use multimodality to strengthen science education rather than single modal; (3) it should adopt the presentation forms of multimodality which teachers and students prefer and easy to accept in order to improve the teaching effect and guidance of science education in senior high school.

Published in	Education Journal (Volume 9, Issue 6)
DOI	10.11648/j.edu.20200906.15
Page(s)	179-194
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Chinese Science Education, English Textbooks, Textbook Evaluation

References

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[3]	Hailong Tian, Yanyan Pan. (2019). Multimodal Discourse Analysis: Theoretical Exploration and Practical Research. Beihang University Press, 3-260.
[4]	Lampiselkä, Jarkko; Kaasinen, Arja; Kinnunen, Päivi; Malmi, Lauri. (2019). Didactic Focus Areas in Science Education, Research Education Sciences, 9, 294.
[5]	Halliday, M. A. K. (1985). An Introduction to Functional Grammar. London: Edward Arnold.
[6]	Luis Fernando Santos. (2017). The Role of Critical Thinking in Science Education, Journal of Education and Practice, 8(20): 160-173.
[7]	O’Toole, J. M., Freestone, M., and etc. (2018). Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education. Education Science, 8: 73.
[8]	Bateman, J. (2014). Using multimodal corpora for multimodal research. In Jewitt, C. (Ed.), The Routledge Handbook of Multimodal Analysis (pp. 238-252). Abingdon, Oxon; Milton Park, Oxfordshire: Routledge.
[9]	Kress, G. R., T. van Leeuwen. (1996). Reading Images: The grammar of Visual Designs. London: Routledge, 10.
[10]	Kress, G. R., T. Van Leeuwen. (2006). Reading Images: The Grammar of Visual Design. London: Routledge, 131.
[11]	Xiaotang Cheng. (2002). Analysis and design of English textbooks. Beijing: Foreign Language Teaching and Research Press, 15, 54-64.
[12]	Ministry of National Education. (2017). Elementary School (Primary and Secondary) Science Curriculum, 3-8th Grades. Ankara. Available from: http://www.mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325.
[13]	Haiyan Yi. (2012). Studies on Science Education Factors and Presentation of PEP’s Eight Sets Primary Chinese Textbooks. ZheJiang Normal University, 18-54.
[14]	Yan Wang. (2009). A Comparative Study on Scientific Education Factors of Chinese Textbook in Primary School between Mainland and Hong Kong. ZheJiang Normal University, 2.
[15]	Xia Tan, Guohua Liu. (2015). Research on the Countermeasures of science education based on the promotion of public scientific literacy. Education Exploration, (10): 28-34.
[16]	Fangben Zeng. (2009). Transmutation and Control of Discourse Meaning after the Integration of Multimodalities. Foreign Language Education, 6: 28-32.

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Bin Lu, Shengyan Shi. (2020). A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality. Education Journal, 9(6), 179-194. https://doi.org/10.11648/j.edu.20200906.15

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Bin Lu; Shengyan Shi. A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality. Educ. J. 2020, 9(6), 179-194. doi: 10.11648/j.edu.20200906.15

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AMA Style

Bin Lu, Shengyan Shi. A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality. Educ J. 2020;9(6):179-194. doi: 10.11648/j.edu.20200906.15

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@article{10.11648/j.edu.20200906.15,
  author = {Bin Lu and Shengyan Shi},
  title = {A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality},
  journal = {Education Journal},
  volume = {9},
  number = {6},
  pages = {179-194},
  doi = {10.11648/j.edu.20200906.15},
  url = {https://doi.org/10.11648/j.edu.20200906.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200906.15},
  abstract = {With the advent of the post epidemic era, discourse analysis based on systemic functional linguistics has undergone corresponding changes. As one of the key categories of science discourse, the discourse of science education has become one of the research hot spots. The reasonable arrangement, presentation and proportion of Chinese science education in English textbooks of senior high school are of positive significance to improve students' scientific literacy and broaden their horizons. This study aims to analyze the discourse of science education, including the contents, integration forms, meaning construction, relation between image and text by using qualitative methods and investigate the attitude of teachers towards science education in Chinese English textbooks of senior high school by using quantitative methods from the perspective of multimodality based on textbook evaluation theory, visual grammar, and relation theory of image and text. A total of 228 teachers from five different Chinese cities as Anyang, Luoyang, Luohe, Xuchang were investigated. The conclusion are: (1) it should pay attention to increase cognition education of science and technology frontier, design the content of science education more scientifically; (2) it should pay attention to use multimodality to strengthen science education rather than single modal; (3) it should adopt the presentation forms of multimodality which teachers and students prefer and easy to accept in order to improve the teaching effect and guidance of science education in senior high school.},
 year = {2020}
}

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TY  - JOUR
T1  - A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality
AU  - Bin Lu
AU  - Shengyan Shi
Y1  - 2020/12/31
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200906.15
DO  - 10.11648/j.edu.20200906.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 179
EP  - 194
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200906.15
AB  - With the advent of the post epidemic era, discourse analysis based on systemic functional linguistics has undergone corresponding changes. As one of the key categories of science discourse, the discourse of science education has become one of the research hot spots. The reasonable arrangement, presentation and proportion of Chinese science education in English textbooks of senior high school are of positive significance to improve students' scientific literacy and broaden their horizons. This study aims to analyze the discourse of science education, including the contents, integration forms, meaning construction, relation between image and text by using qualitative methods and investigate the attitude of teachers towards science education in Chinese English textbooks of senior high school by using quantitative methods from the perspective of multimodality based on textbook evaluation theory, visual grammar, and relation theory of image and text. A total of 228 teachers from five different Chinese cities as Anyang, Luoyang, Luohe, Xuchang were investigated. The conclusion are: (1) it should pay attention to increase cognition education of science and technology frontier, design the content of science education more scientifically; (2) it should pay attention to use multimodality to strengthen science education rather than single modal; (3) it should adopt the presentation forms of multimodality which teachers and students prefer and easy to accept in order to improve the teaching effect and guidance of science education in senior high school.
VL  - 9
IS  - 6
ER  -

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Author Information

Bin Lu

School of Management, Shinawatra University, Bangkok, Thailand
Shengyan Shi

School of Foreign Languages, Luoyang Normal University, Luoyang, China

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Plain Text BibTeX RIS

APA Style

Bin Lu, Shengyan Shi. (2020). A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality. Education Journal, 9(6), 179-194. https://doi.org/10.11648/j.edu.20200906.15

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ACS Style

Bin Lu; Shengyan Shi. A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality. Educ. J. 2020, 9(6), 179-194. doi: 10.11648/j.edu.20200906.15

Copy | Download

AMA Style

Bin Lu, Shengyan Shi. A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality. Educ J. 2020;9(6):179-194. doi: 10.11648/j.edu.20200906.15

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@article{10.11648/j.edu.20200906.15,
  author = {Bin Lu and Shengyan Shi},
  title = {A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality},
  journal = {Education Journal},
  volume = {9},
  number = {6},
  pages = {179-194},
  doi = {10.11648/j.edu.20200906.15},
  url = {https://doi.org/10.11648/j.edu.20200906.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200906.15},
  abstract = {With the advent of the post epidemic era, discourse analysis based on systemic functional linguistics has undergone corresponding changes. As one of the key categories of science discourse, the discourse of science education has become one of the research hot spots. The reasonable arrangement, presentation and proportion of Chinese science education in English textbooks of senior high school are of positive significance to improve students' scientific literacy and broaden their horizons. This study aims to analyze the discourse of science education, including the contents, integration forms, meaning construction, relation between image and text by using qualitative methods and investigate the attitude of teachers towards science education in Chinese English textbooks of senior high school by using quantitative methods from the perspective of multimodality based on textbook evaluation theory, visual grammar, and relation theory of image and text. A total of 228 teachers from five different Chinese cities as Anyang, Luoyang, Luohe, Xuchang were investigated. The conclusion are: (1) it should pay attention to increase cognition education of science and technology frontier, design the content of science education more scientifically; (2) it should pay attention to use multimodality to strengthen science education rather than single modal; (3) it should adopt the presentation forms of multimodality which teachers and students prefer and easy to accept in order to improve the teaching effect and guidance of science education in senior high school.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - A Study on Science Education of Chinese English Textbooks in Senior High School from the Perspective of Multimodality
AU  - Bin Lu
AU  - Shengyan Shi
Y1  - 2020/12/31
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200906.15
DO  - 10.11648/j.edu.20200906.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 179
EP  - 194
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200906.15
AB  - With the advent of the post epidemic era, discourse analysis based on systemic functional linguistics has undergone corresponding changes. As one of the key categories of science discourse, the discourse of science education has become one of the research hot spots. The reasonable arrangement, presentation and proportion of Chinese science education in English textbooks of senior high school are of positive significance to improve students' scientific literacy and broaden their horizons. This study aims to analyze the discourse of science education, including the contents, integration forms, meaning construction, relation between image and text by using qualitative methods and investigate the attitude of teachers towards science education in Chinese English textbooks of senior high school by using quantitative methods from the perspective of multimodality based on textbook evaluation theory, visual grammar, and relation theory of image and text. A total of 228 teachers from five different Chinese cities as Anyang, Luoyang, Luohe, Xuchang were investigated. The conclusion are: (1) it should pay attention to increase cognition education of science and technology frontier, design the content of science education more scientifically; (2) it should pay attention to use multimodality to strengthen science education rather than single modal; (3) it should adopt the presentation forms of multimodality which teachers and students prefer and easy to accept in order to improve the teaching effect and guidance of science education in senior high school.
VL  - 9
IS  - 6
ER  -

Copy | Download