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识解与转化语义性语码是揭示教育语篇中学科知识建构机制的重要路径。本文基于系统功能语言学与教育社会学的跨学科研究路径，聚焦学科语场中的逻辑活动序列，建构了以逻辑语法隐喻为核心的语义性语码识解框架。研究结合因果逻辑语法隐喻的语法级阶与语义交联构型分布特征，在“逻辑语法隐喻—语义密度/语义引力—知识建构”的联动分析路径下，尝试勾勒不同教育阶段生物教育语篇中语义性发展的动态轨迹。结果表明，逻辑语法隐喻作为语义压缩与语义隐喻表征的关键语言资源，系统参与了学科知识在教育阶段递进过程中抽象化与复杂化的建构机制。研究验证了逻辑语法隐喻在识解语义性语码中的理论价值和适切性，并拓展了语法隐喻在学科知识建构中的功能阐释维度。
Abstract：The construal and transformation of semantic codes are essential for uncovering the mechanisms underlying disciplinary knowledge construction in educational discourse.Drawing on an interdisciplinary perspective that integrates Systemic Functional Linguistics and Educational Sociology,this study focuses on logical sequences in disciplinary fields and constructs a semantic code construal framework centered on logical grammatical metaphor.By examining the grammatical ranks and semantic coupling configurations of causal logical grammatical metaphors,the study delineates the dynamic trajectory of semantic development in biology textbooks across different educational stages,following the analytical path of “logical grammatical metaphor-semantic density/semantic gravity-knowledge construction”.Findings reveal that logical grammatical metaphor,as a key linguistic resource for semantic condensation and metaphorical representation,systematically participates in the abstraction and complexity of disciplinary knowledge along the progression of educational levels.The study affirms the theoretical significance and applicability of logical grammatical metaphor in interpreting semantic codes,and further extends the functional explanatory scope of grammatical metaphor in disciplinary knowledge construction.
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(2)生物教材包括：Mader, S.&M. Windelspecht.Campbell Biology(11th ed), Mc Graw-Hill Education, 2016; Urry, S., Cain, M., Wasserman,S., Minorsky, P.&J. Reece. Biology(11th ed),Pearson Higher Education, 2016; Mason, K.A., Losos, J. B.&S. R. Singer. Biology(11th ed), Mc Graw-Hill Education, 2017; Berwald,J., Fisher, D. et al. Focus on Life Science,Mc Graw-Hill Education, 2007; Allen, K., Berg,L. R., Christopher, B. et al. Science Explorer,P e a r s o n H i g h e r E d u c a t i o n, 2007; B i g g s,A., Feather Jr., R., Rillero, P. et al. Science,Mc Graw-Hill Education, 2008; Miller, K.&R. Levine. Biology(4th ed), Pearson Higher Education, 2010; Mc Dougal, L.&N. Stephen.Biology(Georgia), Pearson Higher Education,2008 ; Biggs, A., Hagins, W. C.&C. Kapicka.The Dynamics of Life, Mc Graw-Hill Education,2004.
(3)根据教育阶段的不同，语料库分为3个：初中生物教材语料库（JBTC），高中生物教材语料库（SBTC），大学生物教材语料库（CBTC）。
基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2025.05.009
中图分类号:H313;H314;H315
引用信息:
[1]苗宁.教育语篇学科知识的语义性语码识解与建构——逻辑语法隐喻视角[J].中国外语,2025,22(05):46-56.DOI:10.13564/j.cnki.issn.1672-9382.2025.05.009.
基金信息:
教育部人文社会科学研究规划基金项目“局部语法视角下因果逻辑隐喻的语法–语义–语境互动研究”（编号：21Y J A740029）; 吉林省教育厅人文社科重点研究项目“逻辑语法隐喻视角下中国英语学习者学术英语能力发展研究”（编号：JJKH20210915SK）的阶段性成果