美术英语课堂的多模态设计:多元读写理论视角

文章以一堂校级青年教师教学竞赛的《美术英语》课程为语料,以多元读写理论为框架,分析该课堂多模态设计的合理性。研究发现:在实景实践和明确指导两个方面,教师充分利用了各种模态资源的配置,包括图片、实物、制作过程的展示等,成功将知识置于真实情景中,给予学生明确指导,引发学生学习兴趣,可供ESP教学借鉴;然而在批评框定和转化实践方面有缺失,笔者尝试分析其缺失的原因。

Based on the example of an Art English class in the college young teachers teaching competition,this paper explores the multimodal design of classroom teaching within the framework of multiliteracies pedagogy.It is found that the use of multimodal resources,such as pictures,real objects,and demonstration of the making process,facilitates situated practice and overt instruction and intrigues students’interest,which may serve to shed some light on ESP teaching.While for the missing of teaching in terms of critical framing and transformed practice,the writer tries to find the reason.