多模态初级日语视听说教学模式设计与实践  

Design and Practice of a Multimodal Elementary Japanese Audio-Visual-Speaking Teaching Mode

作　　者：王晓星 方兰 Wang Xiaoxing;Fang Lan(Wuhan City College,Wuhan 430083)

机构地区：[1]武汉城市学院,武汉430083

出　　处：《西部学刊》2024年第8期118-122,共5页Journal of Western

基　　金：2022年度武汉城市学院教学改革研究项目“多模态教学理论结合JF日语教育标准的《日语视听说》评价研究”(编号:2022CYYBJY013)的研究成果。

摘　　要：日语视听说课程是日语专业的核心课程之一,是一门复合技能课。传统的视听说课程教学模式单一,学生口语输出机会不足,随着近几年高考日语生比例的逐年上升,日语专业的学情亦发生了较大变化。鉴于这一现状,为提高不同水平和层次的学生积极参与课堂教学,探索将多模态教学理论应用于初级日语视听说的教学改革中。提出建议:(一)导入环节运用教师口语主模态辅之以PPT呈现文字图片、活用视频等方式激活课堂;(二)音频精听环节协调搭配音频模态和图片模态,助力学生推测听力内容;(三)口语互动环节以“视”“听”促“说”,利用多模态的协同为学生提供口头表达的模板支撑和内容支撑,引导学生完成迁移和输出。Japanese audio-visual and speaking course,a compound skill course,is one of the core courses of Japanese majors.The traditional teaching mode of audio-visual-speaking course is relatively single and students’oral output opportunities are insufficient.In recent years,with the increase of the proportion of Japanese students in college entrance examination year by year,the learning situation of Japanese majors has also changed greatly.In view of this situation,this paper explores the application of multimodal teaching theory to the reform of elementary Japanese audio-visual-speaking teaching in order to improve the active participation of students of different levels in the classroom.The suggestions are:(1)the teachers’main modality of spoken language should be used in the leading-in part and be supplemented by PPT to present text and pictures and by videos to activate the classroom;(2)in the audio listening part,the audio modality and the picture modality should be coordinated to help students infer the listening content;(3)in the oral communication part,using“seeing”and“listening”to promote“speaking”and providing students with models and content support for oral expression by using the synergy of multi-modalities so as to guide students to complete the transfer and output.

关 键 词：多模态教学 日语视听说 多模态组合 

分 类 号：H36[语言文字—日语]