多元識讀導向的中學教育學程英語教材教法探討

An Exploratory Study of Multiliteracies in TESOL Methods and Materials

本文因應當前時代潮流與十二年國民基本教育及新課程綱要所需，從 「多元識讀」（multiliteracies）的角度進行對師資培育英語教材教法課 程的探究。首先，本文爬梳識讀（literacy）的歷史緣由與演進，進而 介紹「新識讀研究」（New Literacy Studies， NLS）與「多元識讀」的相 關概念及教學法，凸顯現代語文教育強調透過語文進行理解與溝通， 體認多樣的社會文化情境差異，進而培養語言學習者思考與批判的能 力。其次，本文採質性「錄影分析」（video analysis）為研究方法，進 行對研究者所授中學教育學程「英語教材教法」課堂教學之示例分析。 最後，本文綜整研究結果與個人在師資培育之教學經驗，提出相關啟 示。

Based on current trends and the requirements of the 12-Year Basic Education Curricula， this study examines the TESOL Methods and Materials course in a teacher education program from the perspective of multiliteracies. First， it reviews the literature on literacy and introduces New Literacy Studies and the concepts and teaching framework of multiliteracies. It highlights the fact that current language education views language as a means of understanding and communication in various sociocultural contexts and aims to enhance learners’ critical thinking abilities. This study also employs video analysis as a research method， using the researcher’s class as an example. Finally， the study’s findings and the researcher’s experience in teacher education are synthesized to indicate some implications.