远程英语教学中文化自觉意识的多模态建构
胡恒1, 李琪2
1. 湖北开放大学, 湖北 武汉 430074;
2. 国家开放大学, 北京 100039
起止页码: 19--23页
DOI:
摘要：
为回应新时代外语教育的责任担当，远程教育英语课程应发挥教育技术优势，借由多模态教学设计，全方位建构语言文化学习环境，触发学习者文化自觉意识。在多模态课程教学理论指导下确立教学框架及教学步骤，并将文化自觉意识的培养通过教学环节设计内嵌于教学过程中。同时，应考虑语言材料的调整及转向，使学习者在潜移默化中领会文化差异、唤醒文化自觉、建立文化自信。
Multi-modal Construction of Cultural Self-awareness in Distance English Teaching
HU Heng1, LI Qi2
1. Hubei Open University, Wuhan, Hubei 430074;
2. The Open University of China, Beijing 100039, China
Abstract:
In response to the responsibility of foreign language education in the new era, distance education English courses should give full play to the advantages of educational technology, construct a language and cultural learning environment in an all-round way through multimodal teaching design, and trigger learners' cultural awareness. Under the guidance of multimodal curriculum teaching theory, course designers establish the teaching framework and teaching steps, and embed the cultivation of cultural consciousness in the teaching process through the design of teaching links. At the same time, we should consider the adjustment and transformation of language materials, so that learners can understand cultural differences, awaken cultural awareness and build cultural self-confidence in a subtle way.
收稿日期: 2022-10-06
基金项目: 国家开放大学青年科研项目“基于TPACK视角构建开放教育英语教师课程思政能力模型的研究”（Q 21 A 0018）
参考文献：
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[2]Gregory Basshan, William Irwin, Henry Nardone, James M. Wallace. Critical Thinking:A Student's Introduction 5th edition[M].New York:McGraw-Hill Higher Education 2013:7.
[3]胡恒.远程英语教学课程思政的内涵指向及实践路径[J].湖北广播电视大学学报, 2020(1):3-8.