基于活动理论的西方文化课程多元识读教学模型建构

Constructing Multimodal Teaching Framework in Western Culture Classroom: A Sociocultural Activity Theory Perspective

多元识读教学模型以活动理论为框架,结合多模态教学法而建构而成。就理论而言,该模型的设计遵循了文化学习的社会认知过程,强调通过运用多渠道、多手段教学来体现学生的主体地位;就教学而言,该模型的教学设计范例展现了活动进程的动态性、意识与活动的统一性、以及文化观点的多元性等特点。其研究结果对外语教师的教学设计具有启示意义。

Based on the Sociocultural Activity Theory, this study applies the Muhiliteracy Pedagogy to construct a framework for teaching western culture, which characterizes in following the socio-cognitive process of learning, regarding students as the principal part in classroom activities, and emphasizing muhimodal teaching methodology. By demonstrating how to design and use the framework in a western culture classroom as an example, this paper also tries to proof that the framework highlights the dynamic learning process, the unity of the nature of cognition and the process of learning, and the diversity in cultural views. The framework is workable as well as applicable in western culture classrooms.