基于混合式教学的大学英语多元读写能力培养－“设计学习”视角

本文从“设计学习”理论出发，结合混合式教学，发展了设计学习分析框架，并在此框架指导下构建了基于混合式教学大学英语多元读写能力培养模式。本研究把多元读写教学法应用到大学英语课程单元混合式教学的课前规划、课堂组织和课后应用阶段，采用课堂观察和跟踪调查的方法探究学生如何在设计学习过程中培养和发展多元读写能力。研究发现混合式教学为多元读写教学法的应用和设计学习模式的构建提供了高效的实践平台，混合式教学增加了大学英语教与学的创新空间，激发了学生的学习兴趣，为学生创造了更多选择和应用新媒体和多模态话语的机会，从而提高学生的多元读写能力。总之，“设计学习”为混合式教学设计与实践提供了有力的理论支撑，混合式教学有益于长期作为“设计学习”教学实践的前沿阵地培养学生的多元读写能力。

關鍵字

混合式教学；设计学习；多元读写；大学英语

並列摘要

This paper develops a framework for analyzing design learning from the theory of ＂learning by design＂ that combined with blended teaching and constructs a model for developing multiliteracies based on blended learning in college English under the guidance of this framework. This study applies the multiliteracies pedagogy to the blended teaching process which is composed of pre-class planning, classroom organization and post-class application, and utilizes classroom observation and follow-up surveys to investigate how students cultivate and develop multiliteracies in the design learning process. The study finds that blended teaching provides an efficient practice platform for the application of multiliteracies pedagogy and the construction of design learning mode and that it stimulates students' learning interests by increasing the space for innovation in teaching and learning, and so that blended teaching improves students' multiliteracies by creating more opportunities for them to choose and apply new media and multi-modal discourse. In conclusion, ＂learning by design＂ provides a strong theoretical support for the design and practice of blended teaching, meanwhile blended teaching is beneficial to be a long-term application platform for ＂learning by design＂ teaching practice to develop students' multiliteracies.