摘要
本文根据Kalantzis&Cope(2005)"设计学习"理论的知识过程和新伦敦小组(the New London Group,1996)的"设计模态"理论,提出了英语课堂的多元读写能力培养框架,并通过在教学中让小组学生合作学习,做口头报告,然后分析学生设计多模态语篇和多元读写能力的学习过程,来展示该培养框架的应用价值。对英语课堂教学中口头报告个案研究将会对探索在日常课堂教学活动中培养学生多元读写能力有重要意义。
The present article, based on the knowledge processes in the theory of Learning by Design put forward by Kalantzis ＆ Cope （2005） and the Designing Modes provided by the New London Group （1996）, proposes a theoretical framework of developing students＇ multiliteracies in the English classroom. It examines the application value of the framework through the students＇ oral presentation in their cooperative learning process and analyses how the students design and produce multimodal texts and how they develop multiliteracies. A case study of students＇ classroom oral presentation will highlight the significance of exploring students＇ multiliteracies in everyday classroom teaching.
出处
《中国外语》
CSSCI
北大核心
2014年第3期45-52,共8页
Foreign Languages in China
基金
2013年江西省社科规划立项"多模态环境下大学英语课堂学生多元读写能力评价研究"(编号:13YY04)的部分研究成果
