用于青少年教学的多模式资源和方法:文献综述

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Roberta Linder, Francine Falk-Ross
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引用次数: 0

摘要

随着 10-15 岁青少年阅读、观看或设计的多模态文本数量的增加,课堂教学需要关注当前与多模态教学法相关的研究。本综合文献综述旨在确定初中课堂如何实施基于多模态的教学。作者搜索了教育数据库,以找到描述以阅读、观看或设计多模态文本为重点的教学的经验性定量和定性研究。作者回顾了 2013 年至 2023 年间发表的 37 项研究,以更新 MLER 研究议程。对这些研究的分析揭示了与多模态教学法相关的三个主题:促进语言和读写能力的发展;加强内容学习;为赋权、个人表达和身份发展提供机会。我们还注意到文献中的三个空白:没有研究是在数学课堂上进行的,很少有研究考察了多模态教学法和有学习或语言差异的学生,也很少有研究调查了多模态教学法对学生学习的影响。根据我们的研究结果,我们最后提出了一系列研究议程问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature
With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students’ learning. Based on our findings, we conclude with a series of questions for a research agenda.
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来源期刊
Education Sciences
Education Sciences Social Sciences-Education
CiteScore
4.80
自引率
16.70%
发文量
770
审稿时长
11 weeks
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