屏幕录像场域教学模态的缺失及其代偿途径——以初级阶段汉语教学为例  

Compensating for the modal losses in the screencast video field:Taking elementary Chinese teaching as an example

作　　者：李琳 LI Lin

机构地区：[1]北京语言大学汉语国际教育学部汉语进修学院/汉语国际教育研究院

出　　处：《世界汉语教学》2022年第2期262-274,共13页Chinese Teaching in the World

基　　金：北京语言大学院级科研项目“非课堂教学环境下外语/第二语言教师的教学语言特征研究”(中央高校基本科研业务专项资金,项目编号为20YJ010205)资助。

摘　　要：本文在分析“课堂”场域师生交际系统的基础上对比不同场域交际模态,发现“录屏”场域模态缺失主要表现为教师态势语的全部缺失及口头话语的部分缺失。缺失模态虽各自体现为不同形式,但功能主要集中在引起注意、优化认知负荷、诱发积极情绪三个方面。缺失模态的功能应由尚存健全模态及其他模态代偿。这些代偿途径应当成为网络教学的应然与必要,而不是或然与可选。Based on an analysis of the teacher-student communication system in the“classroom”field and a comparison of communication modes between the classroom field and the screencast video field,this paper finds that the losses in the screencast video field are mainly manifested in the total absence of teachers’kinesics as well as part of their oral discourse.Although the missing communication modes have different forms,their functions mainly fall into three categories:noticing,optimizing cognitive load and inducing positive emotions,which should be compensated by the remaining mode(s)and other modes when possible.It is also argued that modal compensation is of necessity and indispensability in online courses as well.

关 键 词：录屏 教学模态 初级汉语 教学话语 代偿 

分 类 号：H195.3[语言文字—汉语] G434[文化科学—教育学]