基于思辨能力提升的高级英语多模态任务设计与实践研究  

A Study on Multi-modal Task Design and Practice of Advanced English Based on the Improvement of Critical Literacy

作　　者：张建磊[1] Zhang Jianlei(Xinjiang Agricultural University,Urumqi,Xinjiang,830052)

机构地区：[1]新疆农业大学,新疆乌鲁木齐830052

出　　处：《现代英语》2024年第16期79-81,共3页Modern English

基　　金：2024年新疆维吾尔自治区高校基本科研业务费科研项目“新疆高校官方网站简介多模态话语分析和形象建设研究”(项目编号:XJEDU2024Z003);2024年新疆农业大学校级教研教改项目:“多元能力、产出导向、融合创新:应用型人才外语能力培养模式实践”(项目编号:2024JXCG029)

摘　　要：研究梳理了思辨能力提升与多元识读能力、多模态教学任务设计之间的逻辑关系,以口头展示高级英语教学任务为例,全面展示了多模态任务设计依据、设计目标和任务实施流程的全过程,并参考多元识读表达内容分类框架和问卷调查结果,确认了多模态教学任务设计对学生思辨能力的积极作用。研究为相关教学活动设计提供了借鉴和参考案例,丰富了英语教学中思辨能力培养的教学模式和手段。This study sorted out the logical relationship between critical thinking ability,critical literacy and multi-modal tasks.Taking the oral presentation teaching task as an example,it comprehensively demonstrated the entire process of multi-modal task design,including its design goals and task implementation process.With the classification framework of multiliteracies and questionnaire survey,the study confirmed the positive effect of multi-modal teaching task design on students'critical thinking ability.This study can provide references and case studies for the design of related teaching activities,enriching the teaching modes and means of cultivating critical literacy in foreign language teaching.

关 键 词：思辨能力 多模态任务 多元识读 

分 类 号：G642.0[文化科学—高等教育学]