多模态视阈下“机械基础英语”课程的教学设计
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摘要
"机械基础英语"作为专业英语类拓展课程,应以创新素质教育为本,充分发挥现代教育技术的作用。为此提出基于多模态模型的教学设计,从教材编写、课件制作、课程评价、自主学习、教学方法等方面,围绕视、听、说、读、写、译六维度的多维互动进行了探索与思考。实践证明,采取多模态教学模式,合理利用多媒体信息技术,能充分激发学生专业英语学习的热情,培养学生的问题意识、探究意识以及团队协作和自主学习能力。
Based on the multimodality model,an instructional design for the Introductory Course of Mechanics,was initiated by giving full play to modern educational techniques,centered around innovative quality education.Through five aspects of textbook compilation,courseware production,course appraisal,autonomous learning and teaching methodology,the teaching plan has probed into multi-dimensional interaction of six dimensions:visuality,listening,speaking,reading,writing and translation.It is proven that the multimodality teaching pattern accompanied by appropriate application of multimedia information technology can fully stimulate students'interests in learning specialized English,conducive to cultivating their senses of questioning and exploration,their team-work spirit and autonomous learning abilities.
Based on the multimodality model,an instructional design for the Introductory Course of Mechanics,was initiated by giving full play to modern educational techniques,centered around innovative quality education.Through five aspects of textbook compilation,courseware production,course appraisal,autonomous learning and teaching methodology,the teaching plan has probed into multi-dimensional interaction of six dimensions:visuality,listening,speaking,reading,writing and translation.It is proven that the multimodality teaching pattern accompanied by appropriate application of multimedia information technology can fully stimulate students'interests in learning specialized English,conducive to cultivating their senses of questioning and exploration,their team-work spirit and autonomous learning abilities.
引文
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[2]ROYCE T.Multimodality in the TESOL classroom:exploring visual-verbal synergy[J].TESOL Quarterly,2002(2):191.
[3]GUICHON N,MCLOMAN S.The effects of multimodality on L2learner:implications for CALL resource design[J].System,2008(1):85.
[4]李战子.多模式话语的社会符号学分析[J].外语研究,2003(5):1.
[5]顾曰国.多媒体、多模态学习剖析[J].外语电化教学,2007(2):3.
[6]张德禄等.多模态话语分析理论与外语教学[M].北京:高等教育出版社,2015.
[7]李宝宏,尹丕安.多模态语境下大学英语教学模式的一项实证研究[J].外语电化教学,2012(6):72.
[8]曾蕾.大学英语多模态教学模式研究[J].北京科技大学学报(社会科学版),2014,30(5):9.
[9]纪燕.大学外语多模态教学模式理论与实证研究[J].沈阳农业大学学报(社会科学版),2015,17(3):324.
[10]管乐.大学英语多模态教学模式设计和实验研究[J].教育导刊(上半月),2016(3):65.
[11]何锋,陈君德.提高机械工程专业英语应用能力的研究[J].理工高教研究,2004,23(2):116.
[12]张文辉,褚福永,马静.“机械制造专业英语”教学方法探索与思考[J].丽水学院学报,2013,35(2):62.
[13]常琅.大学英语教学的多模态分析与实践策略[J].教育理论与实践,2016,36(30):45.
[14]赵学德.机械基础英语[M].杭州:浙江大学出版社,2013.
[15]张青妹.多模态微课的符号间关系与意义共建[J].现代教育技术,2015,25(9):69.