论设计学习——多元读写能力培养模式探索  

On Learning by Design:Developing Multiliteracies

作　　者：张德禄[1] 张时倩[1] 

机构地区：[1]同济大学外国语学院,上海200092

出　　处：《解放军外国语学院学报》2014年第2期1-8,159,共8页Journal of PLA University of Foreign Languages

基　　金：国家社会科学基金项目"课堂教学多模态话语研究"(08BYY030);教育部人文社会科学研究规划基金项目"任务型语言教学和多模态话语交际框架下的高级英语视听说课程研究"(11YJA7420013)

摘　　要：现代科技和多模态话语分析理论的发展召唤新的教学和学习方式,设计学习应运而生。目前这方面的研究仍缺乏系统性、综合性和完整性。笔者把整个学习过程置入"已有设计—设计过程—再设计"的框架中,构建了设计学习的理论框架。在设计过程中,文化语境和情景语境是制约意义选择的语境因素,学习方式是学生具体实施设计过程的措施,媒体和模态是用以实现意义的表达形式,学习过程形成一个循环模式,意义是学习转换的对象,多元能力是学习的结果。转换的意义和能力又通过"学习者路径"转化为已有设计,进行下一轮的设计学习。The development of modern technology and multimodal discourse analysis calls for new ways of teaching and learning,hence the theory of learning by design. So far,many scholars in this field have carried out intensive studies from different perspectives. Revealing those studies may be,they are not systematic,comprehensive or synthetic. We put the whole learning process into the 'available design-designing-redesigned' framework,and developed the theoretical framework of learning by design. In designing,context of culture and context of situation are brought in to control the choice of meaning; learning method is the practical measures for implementing the theory; media and modes are the form and expression for realizing meaning; learning process forms a recursive pattern and meaning is the object of transformation in the learning process,and the multiliteracies are the outcome of the learning process.The transformed meaning and multiliteracies become available design again through the learner's path.

关 键 词：设计学习 多元读写能力 多模态话语分析 模态 媒体 

分 类 号：H09[语言文字—语言学]