Study On The Ecological Discourse Of Chemistry Textbooks In Senior High School From The Perspective Of Systemic Functional Linguistics

Ecological discourse analysis explores the relationship and interaction between language and ecology,and reveals the influence of language on various ecological relationships.This article conducts a functional analysis of the ecological discourse of high school chemistry textbooks.The article adopts a methodological framework based on critical discourse analysis and systemic functional linguistics,and uses the ecological discourse of the compulsory part of the new(2019)high school chemistry textbook as a corpus.The text carries out the qualitative and quantitative analysis of the transitive system in the conceptual function,focusing on the textual representation of the relationship between the natural system and the social system,thereby revealing how the language of high school chemistry textbooks presents the world to students in different ways.And how does it affect their ecological literacy.This research focuses on the impact of language on ecology in the process of creating meaning and constructing reality.This research consists of seven parts.The first part is the introduction.The purpose and significance of the research are put forward through the analysis of the research background,and the relevant research of ecological discourse analysis and system functional linguistics is analyzed in detail,and the research ideas and research methods are determined on this basis;the second part After combing and analyzing the domestic and foreign literature of ecological discourse analysis,it is found that the overall development trend of ecological discourse research at home and abroad is similar,but slightly different at the micro level;the third part is based on the perspective and criticality of system functional linguistics Based on the theoretical basis of discourse analysis,the selection of tools for the study of ecological discourse in textbooks is carried out,and the reliability of the research is analyzed;the fourth part is selected according to the research topic "Ecological Discourse Research of High School Chemistry Textbooks from the Perspective of System Functional Linguistics" The clauses of ecological discourse in the compulsory new chemistry textbooks(Volumes 1 and 2)in "People's Education Publishing House","Jiangsu Phoenix Education Publishing House" and "Shandong Science and Technology Publishing House" are analyzed specifically to further clarify the specific research objects;the fifth part is from Data research on the ecological discourse in the three editions of textbooks from the perspectives of discourse theme,clause process and agency,and found that the three editions of textbooks have similarities and differences in the representation of ecological discourse;the sixth part proposes through the analysis of the results Suggestions for textbook writers and users.For textbook writers,I hope that the theme of ecological discourse can be enriched,and the textual expression should be human-centric and environmental protection actions de-individualized.For teachers,suggestions are made for interdisciplinary infiltration education,project-based teaching,and the improvement of the ecological learning evaluation mechanism.For students,suggestions are made to enhance critical reading of the text,strengthen self-education,and practice ecological behavior norms.The seventh part summarizes the research conclusions through the above research and proposes research enlightenment,and discusses the innovations and deficiencies of the research.There are two perspectives on this research.Through research,the following conclusions and enlightenment are drawn.Conclusion:The textbooks of the three editions have the following characteristics when describing the relationship between man and nature in text:(1)It obscures the role of man in the relationship between man and nature.(2)Nominalization avoids the responsibility of people in environmental issues.(3)Consumption-centered and human-oriented environmental issues.(4)Individualization in environmental protection actions.Enlightenment:(1)Call for textbooks to make corresponding reforms in text representation and subject content.(2)Teachers should fully excavate ecological education in textbooks.(3)Students should strengthen critical reading of the text.