基于设计学习的外语本科生多元读写能力培养模式研究——以提案写作设计学习为例

Developing EFL Majors' Multiliteracies through Learning by Design——A Case Study of Problem-Solution Argument Writing

在媒体技术迅猛发展的时代背景下,学生面临学习方式的改变,也面临媒体和模态的选择,为了研究学生如何应对学习方式的变化,成功选择媒体和模态达到有效学习的目的,"设计学习"概念被空前重视。本文在现有设计学习理论基础上发展了一个设计学习过程分析框架,并在框架指导下采用课堂观察、日志追踪和个人访谈的方法研究高级写作提案专题课内外学生的设计学习过程,探讨"设计学习"与学生多元读写能力发展的关系。研究发现"设计学习"实践了以学生为中心的教学理念;实现了合作型多模态创作;极大地激发了学生的学习兴趣;新媒体和多模态的选择不仅锻炼了学生的媒体和模态应用能力,而且增加了写作的创新空间;设计学习过程中围绕问题选择、提案内容、提案理由和模态选择的讨论也有助于学生批评能力的发展。

With the rapid development of media technology, the way students organize their learning changes and the choice of media and mode also becomes an important factor in learning,so the concept of "learning-by-design"is regarded as one of the most suitable methods for foreign language teaching and learning. On the basis of"learning-bydesign" theories,a learning analysis framework is proposed. And with the help of the framework,a "learning-bydesign"writing curriculum is implemented in a problem-solution writing class for English majors, and instructor observation,written journals and interviews are utilized to observe the way students organize their learning and to study the effectiveness of"learning-by-design"in developing students' multi-literacies. It is concluded that"learningby-design"realizes learner-centeredness in the teaching of writing and the learning process is actually cooperative and multimodal; and it is also characterized by learners' strong interest. Moreover,the involvement of new media and multiple modes not only exercises students' media and modes application ability but also increases the creative possibilities of writing; and the critical analysis of the choice of the problem,the best solution,its justification,and the choice of modes is obviously beneficial for the development of students' critical thinking.