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商品簡介
《多模態讀寫能力：課堂生態環境下的發展研究》是作者張征在教學實踐的基礎上對多元讀寫能力研究的一次有益嘗試，在理論上有一定的創新，剖析了多模態符號間的關係，提出了一個多模態語篇的分析框架。本書最大的亮點是教學實踐上的創新。作者自己編制了評價學生多模態作品品質的指標體系，提出了基於“設計”理念的多元讀寫能力培養模式。作者在前人研究的基礎上，進一步發展了新倫敦小組提出的教學設計模式，將“角色轉換”(Role Transformation)作為多模態教學模式的一個組成成分。該教學模式借鑒了功能主義、建構主義、供給理論(Affordance Theory)、生態理論等在教育、教學界有影響的教學理念，將學生看作是意義設計的主體，實現了從“以教師為中心”和“以學生為中心”的教學模式向“以學習為中心”的教學模式的轉變。
作者簡介
張征 江蘇宜興人，1967年出生，英語語言文學博士，現為山東大學外國語學院副教授、碩士生導師。研究方向：符號學、文體學、外語教學。目前參與完成國家社科基金、教育部社科基金項目各一項及其他省部級項目多項，主持省社科重點規劃項目一項。參與翻譯學術著作一部。在《中國外語》、《外語與外語教學》等外語類核心期刊和專業期刊發表論文多篇。
名人/編輯推薦
《多模態讀寫能力--課堂生態環境下的發展研究》是作者張征在教學實踐的基礎上對多元讀寫能力研究的一次有益嘗試，在理論上有一定的創新，剖析了多模態符號間的關系，提出了一個多模態語篇的分析框架。本書最大的亮點是教學實踐上的創新。作者自己編制了評價學生多模態作品質量的指標體系，提出了基于“設計”理念的多元讀寫能力培養模式。作者在前人研究的基礎上，進一步發展了新倫敦小組提出的教學設計模式，將“角色轉換”(Role Transformation)作為多模態教學模式的一個組成成分。該教學模式借鑒了功能主義、建構主義、供給理論(Affordance Theory)、生態理論等在教育、教學界有影響的教學理念，將學生看作是意義設計的主體，實現了從“以教師為中心”和“以學生為中心”的教學模式向“以學習為中心”的教學模式的轉變。
目次
Chapter 1 New Technologies and New Literacies
1.1 Information Technology and a Shift in Communication: From Monomodal to Muhimodal
1.2 Objectives
1.3 Research Questions
1.4 Significance of the Research
1.5 Organization of the Book
Chapter 2 Literacy and Multiliteraeies
2.1 Different Views of Literacy
2.2 Definitions of Multimodality, Muhiliteracy, Muhimodal Literacy
2.3 Early Studies on Multimodal Literacy
2.4 Modem Studies on Multimodality
2.5 Literacy Practice Studies: PowerPoint Presentation
2.6 Summary
Chapter 3 Theoretical and Analytical Framework
3.1 Theoretical Framework Chapter 1 New Technologies and New Literacies
1.1 Information Technology and a Shift in Communication: From Monomodal to Muhimodal
1.2 Objectives
1.3 Research Questions
1.4 Significance of the Research
1.5 Organization of the Book
Chapter 2 Literacy and Multiliteraeies
2.1 Different Views of Literacy
2.2 Definitions of Multimodality, Muhiliteracy, Muhimodal Literacy
2.3 Early Studies on Multimodal Literacy
2.4 Modem Studies on Multimodality
2.5 Literacy Practice Studies: PowerPoint Presentation
2.6 Summary
Chapter 3 Theoretical and Analytical Framework
3.1 Theoretical Framework
3.2 Affordance Theory
3.3 Integrated Framework by Zhang Delu
3.4 A Complementary Framework for Analysing Intersemiotic Relations
3.5 Designs of Meaning in the Classroom Multimodal Literacy and Multimodal Practice
3.6 Summary
Chapter 4 Methodology
4.1 Research Design
4.2 Participants
4.3 Research Instruments
4.4 Pilot Testing
4.5 Reliability Test
4.6 Data Description
4.7 Data Analysis
Chapter 5 Students Development of Multimodal Literacy in the Curriculum
5.1 Framing of Analysis
5.2 Description of the Products
5.3 Designing Analysis : Problems in Students Multimodal Products
5.4 Intersemiotic Relations Revisited
5.5 The Redesigned
5.6 Summary
Chapter 6 Students Repertoire of Multimodal Literacies
6.1 Students Perceptions of Muhimoda] Literacies
6.2 Students Repertoire of Multimodal Literacies
6.3 Students Literacy Strategies
6.4 Summary
Chapter 7 Multimodal Literacy Instruction in the Classroom
7.1 Framework of Muhimodal Literacy Instruction
7.2 Design-based Muhimodal Learning Framework and Learning by Design
7.3 Implementation of Muhimodal Literacy Instruction Framework
7.4 Teachers Role in Muhimodal Instruction
7.5 Summary
Chapter 8 Conclusion
8.1 Summary of the Research
8.2 Major Research Findings
8.3 Implications
8.4 Limitations of the Research
8.5 Prospects for Further Research
Appendix 1 Checklist for Assessment
Appendix 2 多模態讀寫能力調查問卷
Appendix 3 訪談問題
References
1.1 Information Technology and a Shift in Communication: From Monomodal to Muhimodal
1.2 Objectives
1.3 Research Questions
1.4 Significance of the Research
1.5 Organization of the Book
Chapter 2 Literacy and Multiliteraeies
2.1 Different Views of Literacy
2.2 Definitions of Multimodality, Muhiliteracy, Muhimodal Literacy
2.3 Early Studies on Multimodal Literacy
2.4 Modem Studies on Multimodality
2.5 Literacy Practice Studies: PowerPoint Presentation
2.6 Summary
Chapter 3 Theoretical and Analytical Framework
3.1 Theoretical Framework Chapter 1 New Technologies and New Literacies
1.1 Information Technology and a Shift in Communication: From Monomodal to Muhimodal
1.2 Objectives
1.3 Research Questions
1.4 Significance of the Research
1.5 Organization of the Book
Chapter 2 Literacy and Multiliteraeies
2.1 Different Views of Literacy
2.2 Definitions of Multimodality, Muhiliteracy, Muhimodal Literacy
2.3 Early Studies on Multimodal Literacy
2.4 Modem Studies on Multimodality
2.5 Literacy Practice Studies: PowerPoint Presentation
2.6 Summary
Chapter 3 Theoretical and Analytical Framework
3.1 Theoretical Framework
3.2 Affordance Theory
3.3 Integrated Framework by Zhang Delu
3.4 A Complementary Framework for Analysing Intersemiotic Relations
3.5 Designs of Meaning in the Classroom Multimodal Literacy and Multimodal Practice
3.6 Summary
Chapter 4 Methodology
4.1 Research Design
4.2 Participants
4.3 Research Instruments
4.4 Pilot Testing
4.5 Reliability Test
4.6 Data Description
4.7 Data Analysis
Chapter 5 Students Development of Multimodal Literacy in the Curriculum
5.1 Framing of Analysis
5.2 Description of the Products
5.3 Designing Analysis : Problems in Students Multimodal Products
5.4 Intersemiotic Relations Revisited
5.5 The Redesigned
5.6 Summary
Chapter 6 Students Repertoire of Multimodal Literacies
6.1 Students Perceptions of Muhimoda] Literacies
6.2 Students Repertoire of Multimodal Literacies
6.3 Students Literacy Strategies
6.4 Summary
Chapter 7 Multimodal Literacy Instruction in the Classroom
7.1 Framework of Muhimodal Literacy Instruction
7.2 Design-based Muhimodal Learning Framework and Learning by Design
7.3 Implementation of Muhimodal Literacy Instruction Framework
7.4 Teachers Role in Muhimodal Instruction
7.5 Summary
Chapter 8 Conclusion
8.1 Summary of the Research
8.2 Major Research Findings
8.3 Implications
8.4 Limitations of the Research
8.5 Prospects for Further Research
Appendix 1 Checklist for Assessment
Appendix 2 多模態讀寫能力調查問卷
Appendix 3 訪談問題
References
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