Study Of Language Of Mathematics Textbook In Basic Education

The subject-field textbook is an important and necessary way to cultivate citizens'subject knowledge,skills and subject literacy.Due to insufficient understanding of the importance of language in subject-field textbooks,its research has not received enough attention.Language is the most basic and crucial storage,carrier and representation of subject-field knowledge.From the application dimension of subject-field education,the high level of daily communicative language competence does not mean that the subject-field language competence is high,and the level of subject-field competence will certainly affect the study of subject knowledge.Actually studies of the actual state,properties,structure,distribution and types of subject-field textbook language have a great deal of influences on the deepening of textbook language theory,exploration of domain-specific language,the promoting of problem-solving of academic Chinese and academic writing,the degree of professional and standard narration of knowledge,the formation and increase of students professional quality of basic science.In addition,it is also beneficial for the scientific nature and rationality of the language planning of education field and the improvement of efficiency of domain-specific language processing,etc.However,the understanding of the language of the subject-field textbooks in the academic circle is not enough.Each study has its advantage either in the quantitative research method driven by corpus,in the theoretical interpretation based on functional linguistics,or in the application directed by the problems in the field of subject education.It is worth further thinking and analyzing that whether we can integrate the benefits of all sides to understand the actual relationship between the language and education and solve the basic problems of the study of the language of subject-field textbooks.Therefore,aimed at the application of the mathematic education this dissertation studies the language of the mathematics textbook to answer two core issues,one of which is what are the types and compositions of the language of mathematics textbook and the other of which is what are the key and difficult points in mathematic language learning.Taking the compositions and domain-specific characteristics of language of the mathematics textbook as starting point,using quantitative and qualitative methods based on the corpus data driven and concentrating the characteristic of knowledge narration,from the math terms to the words in common field,and from the object language to the language of basic and general narration,this study analyses and investigates the actual state,distribution,composition and types of the mathematics textbooks comprehensively and systematically and obtains some achievements on research as follows:1.Considering the particularity of subject-field textbook language and blending the functional context theory and the concept of the real state of language,this paper constructs the model of compositions and types(CTM),reveals the characteristics of internal hierarchy and continuum that the subject-field textbook language has.It especially segregates the subject-specific narrative language from the whole of narration language and proposes the concept of "the language of discipline paradigm"containing the object language and subject-specific narrative language,which attributes to the stable state of language in subject-field language and is the most worthy to be studied.Meanwhile,based on the mathematics textbook corpus,this paper employs "term pairings" as the basis and from the perspective of semantic function classifies the categories of words in mathematics textbook.All the work including the construction of the knowledge database of basic language patterns indicates the rationality of the CTM.2.This research makes a thorough analysis of the knowledge-based features of the language in the subject-field textbooks,and probes into the use and distribution of the language units at the level of words and phrases in the mathematics textbooks from the perspectives of semantics,grammatical aggregation and word-word combination.It also focuses on the correspondence and interaction between the language units at the level of words and phrases and the knowledge objects.It establishes the mapping relationship between language units,such as the mathematical terms,the combination of terms and general words,the subject-specific narrative language patterns,and knowledge themes.It promotes the discussion of the relationship between language and knowledge,language and function,and the nature and characteristics of subject-field language,and promotes the application value of the language research results.3.The subject-specific narrative language pattern,which is the special language unit in the field of mathematics textbooks,has the characteristics of strong knowledge correspondence,limited structure and low expansibility.It is an important manifestation of the particularity of subject-field textbook language.Based on language use in mathematics textbooks,this paper constructs a knowledge base of subject-specific narrative language pattern,which contains 10 attribute fields and 451 records.It contains the corresponding relationships between subject-specific narrative language patterns and knowledge theme,the first grade,in which the language patterns appear.This knowledge database has high application value and practicability in the field of subject education,which is conducive to promoting the discussion of domain construction,assisting students to master the expression of subject specialty,and promoting the formulation and implementation of domain language norms specifically for the characteristics of subject education.4.By using the technology of corpus,database and computational linguistics method,this research analyses language facts and holds that the focus of language learning in mathematics textbooks is the language of subject paradigm,while the difficulties of language learning are terminological polysemy and long-distance combination.According to statistics,the number of words belonging to the category of the language of subject paradigm language is 3843,the number of typical term combinations is 9147,the number of subject-specific narrative language patterns is 451,and the total number is 13651.Among them,polysemous terms with low domain specificity and generality,and long-distance phrases with multiple modifiers of medium and high complexity are the most noteworthy.In view of the difficulties in language learning,this paper also puts forward some teaching strategies,such as strengthening the distinctive features between terminological meaning and general meaning,highlighting recessive sememes,and emphasizing the cultivation of different modal transformation abilities of "language,numerical symbols and graph".At the same time,this paper constructs a terminological polysemy database with 10 attribute fields and a long-distance combination database with 17 attribute fields for language research and mathematics education research.5.Based on the theory of compositions and types of mathematics textbook language,and on the basis of theoretical research results,a multi-table,multi-database,multi-attribute and multi-level knowledge base of mathematics education language is constructed for application.The database is a multi-modal dynamic resource database,which is mainly divided into two sub-libraries:file resource database and data resource database.Data resource database can also be divided into subject paradigm language database(including object language database,subject-specific narrative language database)and general narrative language database.Data repository includes 9 sub-databases,25 899 data records and 102 attribute fields,with an average number of 11 attribute fields.The construction of language knowledge resource base of mathematics education can be used as a resource for in-depth study of subject-field language,mathematics textbook language,subject Chinese and academic Chinese,as well as a reference for the formulation of language norms in mathematics knowledge education and related educational fields.This research breaks through the previous research methods of individual introspection,illustration analysis of subject-field textbook language,mathematics textbook language and mathematics language,makes up for the lack of research on subject-specific words and mathematical subject-specific words,which neglects the linguistic particularity of subject-based textbooks and only analyses them from the dimension of frequency and morphology,and avoids the deviation of the research conclusion to some extent which is limited by some theory as far as possible to absorb and integrate the strengths of all parties.Following the principle of objective and realistic,the inspection achieves complementary advantages of quantitative and qualitative research,in order to solve the two core issues in this paper.The terminology classification oriented to automatic terminology annotation and the construction of multi-attribute annotation knowledge base of mathematics education language is also helpful to Chinese information processing,especially to the domain natural language processing.The investigation of the language of subject-field textbooks should not be confined to the language of mathematics textbooks in a certain period of grade.If we can further expand and extend the knowledge resource base of mathematics education language and make it develop into a multi-disciplinary,dynamic and multi-dimensional resource base to reflect the current situation of the use of subject language,the trend of its development and the characteristics of its generality and parcularity,it will be of great benefit to the research on ontology and application of language.