Framework of science lesson analysis using dynamic semantic theory

运用动态语义学理论--分段语篇表征理论(SDRT)，对理科课堂语篇的结构和切分进行了研究。SDRT能够最大限度地利用语篇中的语言信息，最大限度地减少对教师和学生的意图及其社会文化背景的信息的使用。这使得科学课堂上的语篇分析可以在语义解释的层面上进行。本文提出了一种通过渠道理论来描述科学教育内容的关系结构的方法。被称为分类的组成部分是从学习活动以及教育内容所代表的知识的集合中产生的。利用渠道理论建立了分类之间的关系。这些关系结构用图表表示，表明了教育内容的分层结构。

A theory of dynamic semantics, Segmented Discourse Representation Theory (SDRT), has been used to conduct research on structure and segmentation of discourse in science classes. SDRT enables maximal advantage of linguistic information form discourse and minimal use of information about the intensions of teachers and students, and their socio-cultural backgrounds. This enables discourse analysis in science classes on the level of semantic interpretation.A method has been suggested for describing the relational structures of a science educational content through Channel Theory. Constituents called classifications have been created from the collection of learning activities as well as knowledge represented by educational content. Relations between classifications have been established using Channel Theory. Diagrammatically expressed, these relational structures indicate the stratified structure of educational content.