生态语言学视角下人教版(2019版)高中英语教材分析——以必修二第二单元为例
An Analysis of the PEP (2019) Senior High School English Textbook from the Perspective of Ecolinguistics—Taking Unit 2 of Compulsory Book 2 as a Case Study
摘要: 针对全球生态危机下青少年生态素养培育需求，结合《普通高中英语课程标准(2017年版)》中“自然情怀”要求，本文以生态语言学Halliday模式为理论基础，选取人教版(2019版)高中英语必修二第二单元中的阅读语篇为研究对象，从概念意义(及物性过程、参与者)、人际意义(语气、情态)、语篇意义(主述位、信息系统)展开分析，分析话语的生态特性及其传递的生态哲学观。研究发现，语篇以物质和关系过程为主，传递出和谐共生的生态观，但存在人类主语占比高、语篇类型单一等不足。最后，本文阐述了生态教材的教育价值，提出了有关生态话语学习和教材编写的建议。
Abstract: In response to the need to cultivate ecological literacy among adolescents amid global ecological crises and in alignment with the “affection for nature” outlined in the “English Curriculum Standards for General Senior High Schools (2017 Edition)”, this study adopts the Hallidayan model of ecolinguistics as its theoretical framework. Focusing on the reading texts of Unit 2 in Compulsory Book 2 of the PEP (2019) Senior High School English textbook, the analysis examines conceptual meaning (transitivity processes and participants), interpersonal meaning (mood and modality), and textual meaning (theme-rheme structure and information system) to explore the ecological features of the discourse and the eco-philosophical perspectives conveyed. The findings indicate that the texts predominantly employ material and relational processes, reflecting an ecological worldview of harmony and coexistence. However, limitations such as a high proportion of human subjects and a limited variety of text types are also observed. Finally, the educational value of ecologically oriented textbooks is discussed, and suggestions are offered for ecological discourse learning and textbook design.
文章引用：朱亚晴, 边靖涵. 生态语言学视角下人教版(2019版)高中英语教材分析——以必修二第二单元为例[J]. 现代语言学, 2026, 14(2): 123-133. https://doi.org/10.12677/ml.2026.142122

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