In this article, we narrow our investigation to the talk provided by one teacher in the exploration phase of a primary school science project. The exploration phase warrants attention given its role in providing students with a common base of science activities that draws on their prior knowledge. We examine lesson excerpts from a grant-winning primary years science teacher who sets up her Year 3 students to explore garden ecosystems. The study’s analytic framework is derived from Systemic Functional Linguistics and focuses on the way the teacher uses certain aspects of ideational, interpersonal and textual functions to mediate between the instructional and regulative discourses. Our findings show that the teacher orientated to the regulative discourse to provide students with access to an instructional discourse. Additionally, the teacher used a significant number of pronouns for signalling, and sequencing connectives that flowed on to a significant number of complex noun groups. We draw attention to the range of speech functions and comment on their role in school science lessons.

中文翻译：

---

小学科学教师讲座：探索阶段的重点

在这篇文章中，我们将调查范围缩小到一位老师在小学科学项目探索阶段的演讲。探索阶段值得关注，因为它在为学生提供利用他们先前知识的科学活动的共同基础方面的作用。我们检查了一位获得资助的小学科学老师的课程摘录，她让她的三年级学生探索花园生态系统。该研究的分析框架源自系统功能语言学，侧重于教师使用概念、人际关系和语篇功能的某些方面在教学和规范话语之间进行调解的方式。我们的研究结果表明，教师以规范性话语为导向，为学生提供进入指导性话语的途径。此外，老师使用了大量的代词来发出信号，并对连接词进行排序，这些连接词流向了大量的复杂名词组。我们提请注意言语功能的范围，并评论它们在学校科学课程中的作用。