北京第二外国语学院学报 ›› 2016, Vol. 38 ›› Issue (4): 114-126.DOI: 10.12002/j.bisu.2016.048

• 外语教学研究 • 上一篇    

双向作品分析在主题英语阅读教学关键交互事件中的应用研究

张湘   

  1. 张湘,南方医科大学外国语学院
  • 收稿日期:2016-06-28 出版日期:2016-08-30 发布日期:2018-03-20
  • 作者简介:张湘,南方医科大学外国语学院,510515,研究方向:教学交互策略设计,外语教育信息化。电子邮箱:arithens@163.com
  • 基金资助:
    本文为2014年教育部人文社会科学一般规划项目《英语阅读教学中关键交互事件的研究与实践》(课题批号:14YJA740058)的阶段性项目成果。

Bidirectional Artifact Analysis in Applied Research of Critical Incidents for Interactions in Thematic English Reading Teaching Model

ZHANG Xiang   

  1. Southern Medical University, School of Foreign Studies, Guangzhou 510515,China
  • Received:2016-06-28 Online:2016-08-30 Published:2018-03-20

摘要: 如何实施课堂有效交互,促进英语阅读教学模式由分数导向转变为思维导向,是目前英语阅读教学设计中亟需解决的问题。双向作品分析是一种用于分析数字媒介作品创作过程的质性研究方法。本研究在主题英语阅读教学模式下,运用双向作品分析法批判性反思课文“Marrakech”教师主题概念图的课前导读教学过程的关键交互事件,促进教师就课前图式交互可视化学习活动进程展开深层次概念认知理解,为教师进行原创性交互反思分析提供途径。该方法对课前主题概念图的创作过程实施了基于时间线索的阅读图式可视化认知数据的多文本跟踪,就阅读图式可视化交互细节展开针对概念图基本特征变化的叙述分析,具有有效提升教师阅读教学设计能力及培养学生学科思维能力的价值。

关键词: 主题英语阅读教学模式, 关键交互事件, 双向作品分析, 教学意义

Abstract: How to implement the effective interaction in classroom to promote the transformation of English reading teaching model from the score-oriented to the thinking-oriented is an urgent problem to be solved in the instructional design of English reading teaching at present. Bidirectional artifact analysis is a qualitative research method used to analyze the creative processes of digitally mediated artifact. This study applies bidirectional artifact analysis in the thematic English reading teach?ing model to critically reflect the creative processes of critical incidents for interaction of teachers’ thematic concept maps of the text “Marrakech” in before-class lead-in reading teaching stage, promoting teachers deeply understand conceptual cognitive processes for activities procedures of schematic interactions visualization in pre-class stage, which provides a pathway for teachers to practice original interactive analysis for reflection. The method applied multi-textual “tracing” methodology targeting on visual cognition data for reading schemata of creative processes of pre-class thematic concept maps over time, and implemented narrative analysis of the change of the basic characteristics of thematic concept maps focusing on visual interaction details for reading schemata. The method is valued by cultivating teacher’s abilities effec?tively in the field of instructional design for reading teaching and developing students’ disciplinary thinking abilities.

Key words: thematic English reading teaching model, critical incidents for interactions, bidirectional artifact analysis, significance of teaching

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