多模态沟通量表及其在走班制“援助课程”中的应用

The Development of Multimodal Communication Skills Appraisal and Its Applications for Under-Performing Students in a Mobile Learning System

走班制教学是顺应高考新方案的重要教学模式之一,但其为后进生设计的"援助课程"给了教师们很大压力。本文从多模态沟通的角度,结合《失语症评定量表》介绍了针对学生的多模态沟通评定量表,并设计了针对教师的多模态沟通自评量表,取得了良好的先导试测结果,测量信度高达0.83。多模态沟通量表为诊断学生学习潜力、提升教师的多模态沟通水平,让分层走班、"援助课程"顺利实施,提供了具体的建议和实用的评价工具。

In coping with the reform of the college entrance examination and admission policy in China,a Mobile Learning System(MLS),which allows students to choose courses according to their competence levels,has become one of the new important teaching models.However,a big issue in the MLS is how teachers should approach teaching under-performing students.This paper suggests that teachers use multimodal communication(MC)strategies to approach this issue.The AphasiaNeeds Assessment(ANA)is discussed as a case to better understand students’MC skills.AMC skills appraisal(MCSA)for teachers,which is a 5-points Likert scale that can be used for self-appraisal of one’s own multimodal communication skills,has been developed.The pilot study results indicate that the reliability of the MCSAis more than 0.83,which is psychometrically sound.Therefore,teachers can improve their MC skills and teaching quality by receiving the feedback from the MCSA score reports in terms of domain scores and norm-referenced scores.