语义波驱动的通用学术英语读写设计学习：知识累积建构的模式与实践

Semantic Wave-Driven Learning by Design for EGAP Reading and Writing: A Model and Practice of Cumulative Knowledge Construction

摘要: 语义波是知识累积式建构的关键，其形成依赖于语义引力与语义密度的动态调节。不同学科的知识建构需遵循特定专业语码，而设计学习理论为具有知识语码特征的通用学术英语读写课程提供了适配的学习框架。基于此，本文构建了语义波驱动的通用学术英语读写设计学习模式，并结合教学实例具体阐释在亲身体验、概念理论、分析批评和实践应用四个阶段中，如何通过调整话语的语义引力与语义密度构建语义波，实现知识累积。教学实验与随机访谈结果表明，该模式能有效提升学生的通用学术英语读写成绩，促进知识的系统性建构。整个设计学习过程中，语义引力与语义密度的动态变化形成上下起伏、深浅不一的语义波，不仅增强了学生的语篇理解与实践应用能力，更推动了通用学术英语语篇中非常识性学术知识的建构与传播。

Abstract: Semantic waves are pivotal to cumulative knowledge construction, with their formation relying on the dynamic interplay of semantic gravity and semantic density. Given that knowledge construction across different disciplines must follow specific specialized codes, Learning by Design Theory offers an adaptive learning framework for English for General Academic Purposes (EGAP) reading and writing course, which is characterized by knowledge codes. In this light, this study constructs a Learning by Design model for EGAP reading and writing grounded in the theory of semantic waves, and illustrates how semantic waves are built to facilitate cumulative knowledge-construction through adjusting SG and SD across the four stages of Learning by Design: experiencing, conceptualizing, analyzing, and applying. Results from teaching experiments and random interviews indicate that this model can help to enhance students’ EGAP reading and writing performance and facilitate the systematic construction of knowledge. Throughout the Learning by Design process, the dynamic fluctuations of SG and SD generate undulating semantic waves of varying depths, which not only strengthen students’ text comprehension and practical application abilities but also facilitate the construction and dissemination of non-commonsense knowledge in EGAP discourses.