多模态感知教学理论在初中英语词汇教学中的应用——理论分析、教学设计和评价维度

The Application of Multi-Modal Perception Teaching Theory in Junior High School English Vocabulary Teaching—Theoretical Analysis, Instructional Design, and Evaluation Dimensions

英语词汇学习一直是很多英语学习者的痛点,词汇学习的成败直接关系到句子和语篇的学习,因此英语词汇教学研究至关重要。近年来多模态教学模式在外语教学领域的研究层出不穷,鉴于初中学段学生学习的重要性和特殊性,作者将多模态理论和感知学习风格理论相结合,以学生的学习风格为基础,以多模态教学为手段,以新课程“教–学–评”一体化理念为引领,针对性地构建出涉及教学准备、教学实践和教学评价的多模态感知教学设计,以期为提高我国初中学段学生的英语核心素养和我国的外语教学成效提供一些思路和借鉴。

English vocabulary learning has always been a pain point for Many English learners, and it has a direct impact on the learning of sentences and discourse. Therefore, the research on English vocabulary teaching is crucial. In recent years, research on multi-modal teaching in the field of foreign language teaching has been emerging one after another. In view of the importance and particularity of English learning in junior high school, based on students’ learning styles, using multi-modal teaching as a means, guided by the integrated concept of “Teaching-Learning-Evaluation”, the author combines multi-modality theory with the theory of perceptual learning styles to design multi-modal perception teaching, with a view to providing some ideas and reference for improving the core English competencies of junior high school students and the effectiveness of foreign language teaching in China.