教育语篇多元识读能力培养研究  

On the Development of Multiliteracy in Educational Texts

作　　者：徐立红[1] 

机构地区：[1]漳州师范学院外语系,福建漳州363000

出　　处：《漳州师范学院学报（哲学社会科学版）》2012年第4期125-129,共5页Journal of Zhangzhou Teachers College:Philosophy and Social Sciences

摘　　要：教育语篇多元识读能力具有多维性。伦敦小组设计构建意义的教学理念和培养模式给教学实践带来了多元性语境创设、有效教师介入、批判性解读和创造性重组等四个方面的启示,揭示了一种资源共享、意义协商和知识建构的重复循环教学过程。这一过程可发展语言学习者已有资源和模态选择能力,使学习者准确识读教育语篇意义。Multilitercy in educational text characterizes multiaspects.It is found that the teaching philosophy and the pedagogy of multiliteracies put forward by the New London Group offer guidance for teaching practice： real context set by multimodal resources;teachers＇ positive intervention;critical literacy and creative transformation.The guidance reveals the teaching process in which learners enjoy routine cycle of resources sharing,meaning negotiating and knowledge constructing.It＇s hoped that the present study will facilitate the improvement of learners＇ given resources,modal options as well as the application of multiliteracies in order to fully understand meaning making in educational texts and accomplish the purpose of education.

关 键 词：教育语篇 多元识读 多模态资源 意义建构 

分 类 号：G642[文化科学—高等教育学]