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.
Since the 1990s, with the development of science and technology, multimodal features have become more and more obvious, and multimodal discourse research has developed rapidly to explore how various modals of discourse interact to produce meaning. Among the discourse types studied by multimodality, educational discourse accounts for a small proportion. English textbooks of Chinese senior high school, as one of the important educational discourses, the teaching contents of science education, especially, the reasonable arrangement, integration forms of science education have positive significance to improve students' scientific literacy. This study aims to investigate Chinese students' attitude towards science education from the perspective of multimodality by qualitative and quantitative methods; explores the factors that influence different attitudes and opinions of students towards science education in English textbooks of Chinese senior high school; and puts forward some suggestions on using multimodality to teach science education. A total of 300 students from senior high school A (150) and B (150) of Xuchang city, a Chinese city, were investigated. The findings are: 1) students prefer the combination of audios, videos, images, colors and texts to be used in English learning; 2) students hope that they can learn more knowledge about science education systematically under the use of multimodality. The suggestions are: 1) it should pay attention to the significance of necessity of science education in English textbooks of Chinese senior high school; 2) it should pay attention to help student to learn science education by using multimodality technology for their future scientific competence; 3) it should pay attention to learn and teach science education systematically; 4) it should pay attention to enrich teachers' teaching competence and technology skills when using multimodality to teach educational contents.
Text reconstruction of textbook is a matter of usual means which can help the classroom guidance of students' learning and critical thinking development. The image configuration of English textbooks in Chinese senior high school becomes one of the new hot topics on logical thinking of English language learning and cognitive symbols now. And the competence of text reconstruction of English teachers is very important knowledge structure for their cross-culture cultivation of cognitive development of Chinese senior students. This study aims to: 1) find out how to stimulate students' new interests in language classroom learning from text reconstruction of English textbooks; 2) investigate both teachers' and students' interests attitudes towards the text reconstruction of English textbooks published by People's Education Press (Abbreviated as PEP); 3) optimize the language logical relationship between language and images in English textbooks in Chinese senior high school, by the mix methods of qualitative and quantitative research based on the theoretical foundation of language image theory and multimodal discourse analysis. A total of 200 teachers from China were investigated in this survey study. The conclusion are: 1) Language image can be found in English textbooks of senior high school, but the logical system of language image has not yet formed; 2) English teachers need improvement the training of text reconstruction to scientifically and accurately understand, extract the logical relationship between images and texts from English textbooks. Suggestions for English teachers are to: 1) broaden the content of different knowledge types of language images related to the text theme; 2) pay attention to cognition cultivation of students' perception on image logical system, so as to have a better understanding of knowledge structure on logical level system, cultural connotation and humanistic thinking expressed in the text; 3) pay attention to improve the classroom competence of text reconstruction which can help the students understand the deeper meaning between language and images from textbooks explanation process.
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