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本书从韩礼德的交际社会理论出发，探索科学课堂多模态的教与学，从崭新的角度重新审视关于教与学的一些老问题，为科学课堂教学提供了有力的研究范式，也为研究者提供了阐明自己的研究设计案例的不错工具，值得细细研读。
目录
List of Figures
List of Tables
Foreword by Christopher N. Candlin and Srikant Sarangi
Acknowledgements
Introduction
1Rhetorics of the science classroom： A multimodal approach
2 Multimodality
3 Analysing action in the science classroom
4 Shapes of knowledge
5 Rethinking learning in the multimodal environment： Learning to be scientific
6 Written genres and the transformation of multimodal communication： Students' signs as evidence of learning
7 Materiality as an expression of learning
8 Conclusion
References
Index
List of Tables
Foreword by Christopher N. Candlin and Srikant Sarangi
Acknowledgements
Introduction
1Rhetorics of the science classroom： A multimodal approach
2 Multimodality
3 Analysing action in the science classroom
4 Shapes of knowledge
5 Rethinking learning in the multimodal environment： Learning to be scientific
6 Written genres and the transformation of multimodal communication： Students' signs as evidence of learning
7 Materiality as an expression of learning
8 Conclusion
References
Index