| Peer-Reviewed

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

Received: 7 December 2020     Accepted: 25 December 2020     Published: 31 December 2020
Views:       Downloads:
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), 2020. Published by Science Publishing Group

Keywords

Chinese Science Education, English Textbooks, Textbook Evaluation

References
[1] Tiequan Cai, Lihua Chen. (2011). Review of science education research in China. Global Education, 06: 74-83.
[2] Zhanzi Li. (2003). A sociosemiotic analysis of multimodal discourse. Foreign Languages Research, (5): 1-9.
[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.
Cite This Article
  • 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

    Copy | Download

    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

    Copy | Download

  • @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

Author Information
  • School of Management, Shinawatra University, Bangkok, Thailand

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

  • Sections