Humanistic and moral education in English language teaching : the multimodal discursive construction of positive values

Abstract

本研究探讨了如何在英语教学中利用多模态资源实施人文道德教育。研究一方面系统阐释了正面价值观在多模态教学材料中的建构方式,为教师深入解读教材中的人文价值观提供了元语言框架;另一方面运用多元读写理论设计了道德教育元素的教学原则,使学生理解、认同并践行正面价值观。根据多元读写教学法,教师首先将抽象的价值观置于真实语境之中,通过人物塑造等引发学生的情感投入与认同;其次,明确指导学生识别、理解教学材料中的正面价值观;第三,培养学生的批判性思维与道德推理能力;最后,回归真实情景,设置不同教学任务,使学生独立做出价值判断,并自觉使用价值观指导新的实践。 This study explores how to implement humanistic and moral education in English classrooms by using multimodal resources. The study elucidates the multimodal construction of positive values in teaching materials,so that teachers have a systematic metalanguage to interpret them in detail. It then,based on the multiliteracies pedagogy,proposes a model for incorporating moral education into classroom teaching,so that students understand,accept and practise positive values. According to the pedagogy,teachers first situate abstract values in real contexts and engage students’ interest and identification; second,they explicitly instruct students to identify and understand positive values in teaching materials; third,they cultivate students’ ability of critical thinking and moral reasoning; finally,the teaching returns to real contexts,and learning tasks are assigned to enable students to make moral judgments independently and guide their new practices with positive values.