摘要
在新媒体时代,语言创作过程已不再仅限于纯文字的表达.越来越多的师生开始尝试将文字与其他多种模态(如图像、声音、画面等)符号设计成多模态语篇的形式,这就是多模态创编的过程.本文从多元读写能力以及新媒体时代的要求出发,介绍了数字化多模态创编这种新的教学活动形式,并通过一个以创编前的导入课、创编中的活动课和创编后的展示课所开展的单元活动案例,展示了数字化多模态创编活动的教学过程及注意事项.这个案例展示了数字化多模态创编活动如何激发学生带着问题意识去分析问题、解决问题,从而真正地提高他们用英语做事的综合语言运用能力.该案例特别强调,创编后对多模态作品及任务的评价方法是创编活动中至关重要的一环.
Abstract
This article introduces the concept of digital multimodal composition(DMC)activities from the perspective of multiliteracies and the demands of new media.It also showcases the teaching process and considerations of DMC activities through a unit activity based on the process of Preparation—Production—Presentation.The case demonstrates how DMC activities inspire students to analyze and solve problems with a questioning mindset,truly cultivating students’integrated abilities in using English.At the same time,the case highlights the importance of evaluating multimodal works and tasks after composing,which is a crucial aspect of the activity.
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