多媒体环境下大学英语课堂教学设计与评估:多元读写理论视角
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摘要
在多媒体环境下,如何有效使用幻灯片和视频等资源提高大学英语课堂教学的效果是亟待研究者和教师解决的问题。本文以多元读写教学法为理论框架,选用"外教社杯"某届英语教学大赛综合组特等奖及一等奖两位教师的讲课视频作为个案研究的语料对大学英语课堂教学进行分析。研究发现,一等奖教师的教学设计充分体现了多元读写理论的四个核心步骤,能够将知识置于真实情境中,启发学生积极思考,注重培养学生的分析能力、批判性思维与人文价值观,教学效果显著;而特等奖教师在上述几个方面具有明显不足。这让笔者思考如何建立一套更加客观合理的标准评估课堂教学。就教学设计而言,教师应该变革传统的教学方法,充分利用多媒体技术辅助传统的教学方法培养学生的批判性思维、人文价值观及多元读写能力,而不应使其成为华而不实的装潢。
In the multimedia environment, it is a pressing task for researchers and English teachers to think about how to make effective use of PowerPoint and videos to improve the efficiency of university English language teaching. In this paper, the authors use the framework of multiliteracies pedagogy to analyze two classroom sessions taught by the grand winner and the first prize winner of one of the Foreign Language Teaching & Research Press Teaching Contests. It is found that the design of first prize winner's lesson fully reflected the four steps of the multiliteracies pedagogy, which can put knowledge into real situation, inspire students to think proactively, and focus on cultivating students' analytical ability, critical thinking and humanistic values. In contrast, the grand winner shows obvious deficiencies in these four aspects, which urges us to reflect on how to set up a set of more objective and scientific criteria to evaluate classroom teaching. In terms of instructional design, teachers should make effective use of multimedia to transform traditional English teaching methods to cultivate students' critical thinking,humanistic value and multiliteracies competence, instead of making them fancy tools for obsolete pedagogies.
In the multimedia environment, it is a pressing task for researchers and English teachers to think about how to make effective use of PowerPoint and videos to improve the efficiency of university English language teaching. In this paper, the authors use the framework of multiliteracies pedagogy to analyze two classroom sessions taught by the grand winner and the first prize winner of one of the Foreign Language Teaching & Research Press Teaching Contests. It is found that the design of first prize winner's lesson fully reflected the four steps of the multiliteracies pedagogy, which can put knowledge into real situation, inspire students to think proactively, and focus on cultivating students' analytical ability, critical thinking and humanistic values. In contrast, the grand winner shows obvious deficiencies in these four aspects, which urges us to reflect on how to set up a set of more objective and scientific criteria to evaluate classroom teaching. In terms of instructional design, teachers should make effective use of multimedia to transform traditional English teaching methods to cultivate students' critical thinking,humanistic value and multiliteracies competence, instead of making them fancy tools for obsolete pedagogies.
引文
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[17] 王守仁.《大学英语教学指南》要点解读[J].外语界,2016,(3):2-10.
[18] 魏先军.精心设计、积极实践、提高效率——多媒体网络环境下的大学英语教学[J].外语界,2006,(S):103-107.
[19] 于翠叶.基于创新型外语人才培养的外语教学模式改革[J].外语学刊,2016,(4):147-150.
[20] 张德禄.多模态外语教学的设计与模态调用初探[J].中国外语,2010,(3):48-54.
[21] 张德禄,刘睿.外语多元读写能力培养教学设计研究——以学生口头报告设计为例[J].中国外语,2014,(3):45-52.
[22] 张义君.英语专业学生多元识读能力实证研究[J].外语界,2011,(1):45-52.
[2] Hatch,E.& C.Brown.Vocabulary,Semantics,and Language Education[M].Cambridge:Cambridge University Press,1995.
[3] Kalantzis,M.& B.Cope.Learning by Design Guide[M].Melbourne:Common Ground,2005.
[4] Kalantzis,M.& B.Cope.New Learning:Elements of a Science of Education[M].New York:Cambridge University Press,2008.
[5] Mills,K.A.The Multiliteracies Classroom[M].Bristol:Multilingual Matters,2011.
[6] New London Group.A pedagogy of multiliteracies:Designing social futures[J].Harvard Educational Review,1996,(1):60-93.
[7] Qi,Y.,Y.Sun & D.Feng.New media and English Language Teaching in China:A case study based on multiliteracies pedagogy[J].TESOL International Journal,2015,(1):141-152.
[8] Sinclair,J.M.& M.Coulthard.Towards an Analysis of Discourse:The English Used by Teachers and Pupils[M].London:Oxford University Press,1975.
[9] 蔡基刚.高校外语教学理念的挑战与颠覆:以《大学英语教学指南》为例[J].外语教学,2017,(1):6-10.
[10] 冯德正.基于多元读写理论的课堂设计:以英语语言学课程为例[J].中国外语,2017,(3):55-63.
[11] 冯德正.英语教学中的人文道德教育:正面价值观的多模态语篇建构[J] 外语界,2015,(5):27-34.
[12] 冯觉华,崔惠朴.多媒体辅助大学英语教学实验分析[J].外语电化教学,2006,(4):71-73.
[13] 葛俊丽,罗晓燕.新媒介时代外语教学新视角——多元识读教学法[J].外语界,2010,(5):13-19.
[14] 蒋学清,丁研.现代教育技术下的新型大学英语教学模式理论框架初探[J].外语电化教学,2012,(6):42-46.
[15] 金艳.大学英语课程评价体系的构建[J].山东外语教学,2013,(5):56-62.
[16] 毛梅兰.大学英语多媒体教学的问题与对策探析[J].外语电化教学,2010,(2):68-70.
[17] 王守仁.《大学英语教学指南》要点解读[J].外语界,2016,(3):2-10.
[18] 魏先军.精心设计、积极实践、提高效率——多媒体网络环境下的大学英语教学[J].外语界,2006,(S):103-107.
[19] 于翠叶.基于创新型外语人才培养的外语教学模式改革[J].外语学刊,2016,(4):147-150.
[20] 张德禄.多模态外语教学的设计与模态调用初探[J].中国外语,2010,(3):48-54.
[21] 张德禄,刘睿.外语多元读写能力培养教学设计研究——以学生口头报告设计为例[J].中国外语,2014,(3):45-52.
[22] 张义君.英语专业学生多元识读能力实证研究[J].外语界,2011,(1):45-52.