多元识读理论解读  

The Theoretical Interpretation of Multiliteracies

作　　者：韦琴红[1] 

机构地区：[1]杭州电子科技大学外国语学院,浙江杭州310018

出　　处：《杭州电子科技大学学报（社会科学版）》2013年第4期59-62,共4页Journal of Hangzhou Dianzi University：Social Sciences

基　　金：浙江省高教学会"十二五"高等教育科学研究规划重点课题(KT2011042)

摘　　要：追溯了多元识读产生的社会文化背景,解读了多元识读理论的内涵,区分了多元识读理论与多元识读能力,得出结论:多元识读是一种新的意义系统,"设计"是其中的重要概念;同时多元识读也是一种新的识读形式,带来的是全新的学习方式。文章最后探讨了多元识读的重要性以及多元识读对我国识读教学带来的深远影响。The social and cultural background of multiliteracies development is traced back and the theoretical meaning of multiliteracies interpreted in this paper. Then the theory of multiliteracies is distinguished from the ability of multiliteracies,with which the paper holds that the notion of multiliteracies is a new meaning system,and 'design'is one of the most important concepts in it. It also holds that the form of 'multiliteracies' is a new literacy which brings about a new way of learning. Finally,it discusses the significance of multiliteracies and its profound impact on the literacy teaching in China.

关 键 词：识读 多元识读 意义系统 设计 识读教学 

分 类 号：H030[语言文字—语言学]