多模态教育评价模式研究

A Study of Multimodal Model for Teaching Assessment

传统的教育评价只重视语言的功用,忽视了其他非语言模态在教育评价中的积极作用,有其明显的局限性。本文首先对多模态和多模态研究进行了回顾,接着探讨了进行多模态教育评价的必要性,然后以系统功能语言学的理论框架为指导构建了一个进行多模态教育评价的模式,研究在教育评价过程中各种模态形式之间是如何相互协调和相互配合来发挥教育评价的最佳功能。

The traditional teaching assessment has its obvious limitations in that it focuses merely on the function of lan- guage and neglects the active role of other non-verbal means of modality. This paper first gives a general review of multi- modality and its study at home and abroad, next it probes into the necessity of applying multimodal discourse analysis to teaching assessment, then under the guidance of the theoretical framework of systematic-functional linguistics it con- structs a mode1 of conducting multimodal teaching assessment to study how to bring different means of modality into full play in the process of carrying out teaching assessment.