系统功能语言学视角下高中英语教材中的问题类型与认知层次研究——以人民教育出版社2019版高中英语教材必修二为例

A Study on Question Types and Cognitive Levels in Senior High School English Textbooks from the Perspective of Systemic Functional Linguistics—A Case Study of the Compulsory Book Two of the 2019 PEP Edition Senior High School English Textbook

摘要: 本研究基于系统功能语言学语气系统与人际功能理论和布鲁姆认知目标分类理论，运用定量分析方法对2019年版人教版高中英语必修二教材中的153个问题进行分析。研究发现，教材问题以开放型为主，认知层次分布总体均衡，侧重理解与分析，但创造层次问题不足；问题类型与认知层次呈显著关联。研究进一步从人际功能视角阐释了不同问题类型如何通过塑造师生角色来关联认知层次。教师应根据问题类型的人际功能设计认知阶梯，适时增补或改造教材问题，以促进学生思维发展。

Abstract: Based on the mood system and interpersonal functional theory within Systemic Functional Linguistics, combined with Bloom’s Taxonomy of Cognitive Objectives, this study employs quantitative analysis to examine 153 questions from the Compulsory Book 2 of the 2019 PEP edition senior high school English textbook. The findings reveal that the textbook questions are predominantly open-ended, with a generally balanced distribution across cognitive levels that emphasizes comprehension and analysis, but shows a shortage of questions at the creative level. A significant correlation was observed between question types and cognitive levels. The study further explains, from the perspective of interpersonal function, how different question types correlate with cognitive levels by shaping teacher-student roles. Teachers should design cognitive progressions based on the interpersonal functions of different question types, and appropriately supplement or adapt textbook questions to promote students’ cognitive development.