中学英语教材中多模态的促学功能及教学对策  

Learning Promotion Functions of Multimodality in Middle SchoolEnglish Textbooks and Corresponding Teaching Countermeasures

作　　者：李桔元 杨贺 LI Juyuan;YANG He(School of Foreign Studies,Guangzhou University,Guangzhou 510006;Junior Section of Foshan No.3 Middle School,Foshan 528051,China)

机构地区：[1]广州大学外国语学院,广东广州510006 [2]佛山市第三中学初中部,广东佛山528051

出　　处：《当代教育理论与实践》2022年第4期1-6,共6页Theory and Practice of Contemporary Education

基　　金：广州大学2021年度“课程思政”专项研究立项建设项目“英语专业语言学课程群课程思政教学体系构建与应用”。

摘　　要：数字技术发展及由此产生的人类交际的多模态化,对中学英语教学提出了视觉素养培养的新要求,也引领中学英语教材由单一语言模态向多模态化转向。教材多模态有三个主要促学功能:一是通过知识可视化,促进学习认知;二是通过弱化“情感过滤”,促进学习体验;三是通过隐性和显性方式,培养学习策略。教师的多模态教学对策包括:具备多模态教学意识;灵活利用教材多模态辅助语言教学,培养学生的多元读写能力;利用教材培养学生多模态自主学习能力。The development of digital technology and the resultant multimodal human communication not only put forward new requirements for the cultivation of visual literacy in middle school English teaching,but also lead middle school English textbooks to shift from single language mode to multimodality.Multimodality in textbooks has three main functions to promote learning:the first is to promote students learning cognition through knowledge visualization,the second is to weaken the learning experience by reducing affective filter,and the third is to cultivate learning strategies through implicit and explicit ways.Teacher s multimodal teaching countermeasures include having multimodal teaching consciousness,flexibly using multimodal textbooks to assist language teaching to cultivate students multi-literacy,and cultivating students ability of autonomous learning of multimodality through textbooks.

关 键 词：英语教材 多模态 促学功能 教学对策 

分 类 号：G63[文化科学—教育学]