基于多模态教学理论的高中英语阅读教学实践与探究——以人教版选择性必修四Unit 3为例

Practice and Exploration of Senior High School English Reading Teaching Based on Multimodal Teaching Theory—A Case Study of Unit 3 in PEP English Selective Compulsory Course 4

摘要: 随着“互联网+教育”的深度融合，传统上依赖单一文字符号的阅读模式正逐渐转向由文字、图像、视频及体势语等多重符号模态共同参与的复合形态，这一转变表明，阅读过程逐渐演变为多种模态协同作用的复杂认知活动。本文针对高二学生的认知特点，以人教版英语选择性必修四第三单元的一节阅读课为例，将多模态教学理论融入英语阅读教学中，旨在分析切实可行的多模态英语阅读教学实施策略，如读前运用视听模态导入、读中动态切换模态和读后融合多模态活动。研究表明，基于多模态教学理论的高中英语阅读教学能激发高二学生的阅读动机与参与度，深化对语篇文本的理解，表达自己的观点，实现语言能力的迁移创新。

Abstract: With the in-depth integration of “Internet + Education”, the traditional reading mode that relies on single textual symbols is gradually transforming into a composite form involving multiple semiotic modes such as text, images, videos, and kinesics. This transformation indicates that the reading process has evolved into a complex cognitive activity driven by the synergy of various modes. Aiming at the cognitive characteristics of senior two students, this study takes a reading lesson from Unit 3 of People’s Education Press English Selective Compulsory Course 4 as a case, and integrates multimodal teaching theory into English reading instruction. It intends to analyze practical implementation strategies for multimodal English reading teaching, including using audio-visual modes for pre-reading lead-in, dynamically switching modes during reading, and integrating multimodal activities after reading. The research findings show that senior high school English reading teaching based on multimodal teaching theory can stimulate senior two students’ reading motivation and participation, deepen their understanding of textual discourse, enable them to express their own viewpoints, and realize the transfer and innovation of language competence.