多模态策略在高中英语阅读教学中的应用价值——基于加涅的学习条件理论

Application Value of Multimodal Strategies in High School English Reading Instruction—Based on Gagné’s Conditions of Learning Theory

摘要: 本研究基于加涅的学习条件理论，探究多模态策略在高中英语阅读教学中的应用价值。通过文献分析与理论建模，本研究将高中英语阅读学习解构为八个阶段，并对应九大阅读教学事件，构建“阶段–事件”的双向支持模型，以论证多模态策略的教学辅助作用。研究发现，多模态策略能有效辅助教师实施阅读九大事件，实现学生阅读学习各阶段的认知目标。研究表明，教师应重视多模态策略在高中英语阅读教学中的协同使用。本研究既为多模态教学提供了新的探究视角，又对英语阅读教学设计产生启发。

Abstract: This study, grounded in Gagné’s Conditions of Learning theory, investigates the application value of multimodal strategies in high school English reading instruction. Through literature analysis and theoretical modeling, the study deconstructs the high school English reading learning process into eight stages and aligns them with nine major instructional events, constructing a bidirectional support model of “stages-events” to demonstrate the instructional auxiliary role of multimodal strategies. The findings reveal that multimodal strategies can effectively assist teachers in implementing the nine reading instructional events, thereby facilitating the achievement of students’ cognitive objectives at various stages of reading learning. The study suggests that teachers should emphasize the synergistic use of multimodal strategies in high school English reading instruction. This research not only provides a new exploratory perspective for multimodal teaching but also offers insights for the design of English reading instruction.