摘要
近年来多媒体、多模态外语教学得以快速发展。但现有研究更多关注包括师生等各参与成分在内的互动形式以及教学程序上的模式设计,而针对课程内容本身特点或就具体内容的内在逻辑进行多模态设计的尚不多见。本文将写作思维界定为贯穿写作过程的三个层次——宏观层次思维、次宏观层次思维、微观层次思维,并从认知语言学的理论出发,借助多模态手段,为各写作思维层次的培养设计了具体教学模式。
With the development of multimedia and multimodal foreign language teaching in recent years,more researches provide insights to interactive modes among teachers,students and any other elements involved or to the designs of models in teaching procedures. However,a lack of research can be found on multimodal design targeted at the traits and logics in the content of courses and syllabus. Against this background,this paper classifies thinking in English writing throughout the writing process into three layers,namely macro-,submacro-,and micro- layers of thinking. Then it attempts,based upon cognitive linguistics,to propose a multimodal design for the training of thinking in writing by the three individual layers.
出处
《外语电化教学》
CSSCI
北大核心
2015年第1期43-49,共7页
Technology Enhanced Foreign Language Education
基金
2014年北京高等学校教育教学改革项目"基于认知理论
以‘创新能力’培养为导向的公外英语课程教学模式改革"(项目号2014-MS089)的阶段性成果
关键词
英语写作
思维培养
认知语言学
多模态
English Writing
Training of Thinking
Cognitive Linguistics
Multimodality
