摘要 

当今信息传播呈现出多元化特点。除了文字之外，人们还借助于图片、声音、动画等方式表达观点、交流信息。因此，人们对识读的认识已经超出了传统的读写范畴。人们开始意识到识读能力不仅包括对阅读文本中文字信息的解读能力，也包含了对如排版、插图、颜色等等非文字信息的解读和处理能力。这种多元识读能力的提出对于语言教学产生了重大影响。传统的语言教学法不再能够适应多元化信息化社会对英语教学的要求。然而，对于多元识读的研究，我国从本世纪才开始，2010年后开始有所增长，但是数量不多，且以针对中学及大学教学的研究为多，对于启蒙教育和基础教育阶段英语教学中的多元识读能力培养的研究则是少之又少。本研究以多元识读理论为视角，通过问卷、访谈和课堂观察等手段对当前学龄前儿童英语绘本教学中多元识读能力培养的被关注度和多元识读教学进行了调查研究。研究发现很多教师对多元识读能力并不了解，但是在英语绘本教学中他们都同意并且会无意识的使用多种方式吸引和保持学生兴趣。同时，本研究基于多元识读的相关理论进行了启蒙英语绘本阅读教学设计，希望为致力于儿童英语启蒙的老师和家长们提供一些启示和思考。

关键词：多元识读；英语绘本；教学设计；学龄前儿童

Contents

Chapter 1 Introduction 1

1.1 Research Background 1

1.2 Research Purpose and Significance 1

1.3 Organization of the Thesis 2

Chapter 2 Literature Review 3

2.1 Previous Studies on Children’s English Picture Books Instruction 3

2.1.1 Foreign Studies on the Pedagogical Use of Children’s English Picture Books 3

2.1.2 Domestic Studies on the Pedagogical Use of Children’s English Picture Books 4

2.2 Previous Studies on Multiliteracies 5

2.2.1 Foreign Studies on Multiliteracies 5

2.2.2 Domestic Studies on Multiliteracies 5

Chapter 3 Theoretical Foundations 7

3.1 Instructional Design 7

3.2 The Pedagogy of Multiliteracies 8

3.2.1 The Teaching and Learning Model of Multiliteracies 8

3.2.2 The Design Theory of Multiliteracies 9

Chapter 4 Methodology 11

4.1 Research Questions 11

4.2 Research Participants 11

4.3 Research Instruments 11

4.4 Research Procedure 12

Chapter 5 Data Analysis and Discussions 13

5.1 The Analysis of Teacher Questionnaire 13

5.2 The Analysis of Children Interview 15

5.3 The Analysis of Classroom Observation 16

Chapter 6 The Instructional Design of Pre-school Children’s English Picture Book Pat the Bunny Based on Multiliteracies 19

6.1 Teaching Objectives 19

6.2 Teaching Preparations 19

6.3 Teaching Content 19

6.4 Design of Teaching Process 20

Chapter 7 Conclusion 23

7.1 Summary of the Research 23

7.2 Limitations of the Research and Suggestions for Further Study 23

References 25

Acknowledgements 27

Appendix 29