本文依据Bernstein的教育话语理论和系统功能语言学理论,对现行初中物理和化学教科书进行语言分析,以揭示科学教科书的归类和构架原则背后所隐藏的意识形态及其所要建构的理想学习者。研究发现,教科书所展现的强式归类和构架体现了教科书的编码取向:呈现科学的“非人化”、强调科学结果而不是过程、强化研究结论的“确定性”和“不容挑战”的形象。这种编码取向不利于提高学习者的科学素质,有碍其自主和创新精神的培养。解决该问题的方法是改变科学话语,尤其是科学语言,以提高学习者的参与积极性。 Based on Bernstein's theory of educational discourse and system functional linguistics, this article conducts a linguistic analysis of current junior high school physics and chemistry textbooks to reveal the hidden ideology and the ideal learners to be constructed behind the scientific textbook classification and architecture principles. The study found that the strong categorization and architecture presented in textbooks embody the textbook orientation: rendering science “inhumane”, emphasizing scientific results rather than processes, and strengthening the “deterministic” and “ ”No challenge" image. This coding orientation is not conducive to improving the scientific quality of learners, hindering the cultivation of their own and innovative spirit. The solution to this problem is to change scientific discourse, especially scientific language, so as to increase learners' motivation to participate.