基于深度学习的大学英语词汇多模态教学设计与实践探究  

Design and Practical Exploration of Multimodal Vocabulary Teaching in College English Based on Deep Learning

作　　者：党冀[1] Dang Ji(University Foreign Language Department,Boda College of Jilin Normal University,Siping 136000,China)

机构地区：[1]吉林师范大学博达学院大学外语部,吉林四平136000

出　　处：《林区教学》2024年第7期72-76,共5页Teaching of Forestry Region

基　　金：2020年度吉林省教育科学“十三五”规划重点课题“游戏化移动学习对大学英语学习者词汇学习的有效性研究”(ZD20056);2021年度吉林省教育科学“十四五”规划一般课题“多模态视角下移动英语词汇深度学习的有效性研究”(GH21422);2022年度吉林师范大学博达学院高等教育教学改革研究课题“基于OBE理念的民办高校大学英语混合式教学课程思政探索与实践研究”;2024年吉林省教育厅社会科学研究项目“内容语言融合视域下高校学生中华文化传播能力培养的实践研究”(JJKH20241740SK);2024年度吉林师范大学博达学院高等教育教学改革研究课题“CLI理念下民办高校‘外语+’复合型人才培养的研究与实践”。

摘　　要：为解决目前国内英语词汇教与学存在的实效性低、浅表化等问题,立足于英语学科深度学习的特征与内涵,探索基于深度学习的大学英语词汇多模态教学模式。选取本科非英语专业大学一年级的一个教学班为研究对象,进行为期16周的教学实验,考查学生在指向深度学习的英语词汇多模态教学模式下的实际学习效果。通过问卷调查、学生访谈、课堂观察等方式对实验结果进行分析发现:该教学模式不仅能够提高学生的学习兴趣,而且有助于词汇深度学习的发生。At present,there are still problems with low effectiveness and superficiality in English vocabulary teaching and learning in China.Based on the connotation and features of deep learning,this study explored a multimodal vocabulary teaching model in college English from the perspective of deep learning.Selecting a teaching class from the first year of a non English major undergraduates as the research object,the study conducted a comparative teaching experiment for 16 weeks.The effects of deep learning in multimodal vocabulary teaching model were examined through questionnaires,interviews and classroom observations.The results showed that the multimodal vocabulary teaching model not only enhanced students learning interest but also facilitated the occurrence of deep learning in vocabulary.

关 键 词：深度学习 多模态教学 大学英语 词汇学习 

分 类 号：H313[语言文字—英语]