跨文化交际课程中多元识读教学模型的建构与实践

Application of the multiliteracy framework in the intercultural communication course

本研究将新伦敦小组多元识读教学的核心概念"设计"应用于跨文化交际课程教学,建构了多元识读教学模型并在英语专业学生中开展基于项目任务的教学实践。研究结果显示,教师设计多元识读教学模型,让学生依据项目任务自主阅读、组织讨论、实地调研与反思总结,能够培养和提高他们的批评识读能力。学生通过与不同文化背景的人在异文化语境下进行人际交流,有助于解构自身的"文化定式"。

Based on the ＂design＂ concept of muhiliteracy by New London Group, this study establishes a muhiliteracy framework and applies it to the intercultural communication course. The results show that the framework helps pro- mote students＇ critical literacy through project-based tasks such as autonomous reading, discussion, on-the-spot interview and reflection. The study also reveals that it is effective in deconstrneting stereotypes for students to have interpersonal communication with people from different cuhures in different cultural contexts.