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历史教科书作为传递历史知识的媒介对学生如何认识历史起着关键的作用。和其他话语一样,历史教科书在某种意义上体现了强势团体的意识形态,体现了作者对历史的认识和解释。本文试图从系统功能语言学角度,特别是名词化语法隐喻结合它在小句中的参与者地位和对时间术语的建立的视角揭示历史教科书所传递的意识形态,分析的语料选自在国际社会引起争议的《新历史教科书》,通过对作者选择的词汇语法的分析,我们发现这本历史教科书的反历史立场和它传递的极其错误的历史知识和观点。
History textbooks, as a medium of transmitting historical knowledge, play a key role in how students recognize history. Like other discourses, history textbooks reflect the ideology of powerful groups in a certain sense, reflecting the author’s cognition and explanation of history. This paper attempts to reveal the ideology conveyed by history textbooks from the perspective of system functional linguistics, especially the nominalized grammatical metaphors, combining the position of participants in clauses with the establishment of time terms. The corpus of the analysis is selected from the perspectives of the international community The controversial “New History Textbook”, by analyzing the author’s choice of vocabulary grammar, discovers the anti-historical position of this historical textbook and the extremely erroneous historical knowledge and opinions it delivers.