【热点聚焦】英语演讲教学模式探索
近些年来，英语演讲作为一种传统而又崭新的教学组织形式，在英语专业和非英语专业教学中受到青睐，英语演讲课程对于学习者语言技能和思维能力等综合素质的培养和提高作用也日益受到认可。然而，虽然国内的英语演讲教学已取得了一定的成绩，但对于有效的教学模式，各位奋战在教学一线的老师们仍在不懈探索中。本期热点聚焦邀请其中三位老师分享自己对英语演讲教学模式的思考与建议，以期对从事和有志于从事英语演讲教学的教师有所启示，并热切欢迎不同的探索和尝试加入到本话题中，为英语演讲教学提供更多可借鉴的宝贵经验和模式。
专家观点：
任文
"Flipping the classroom" has become something of a buzzword in the educational community in the United States in the last few years. However, it’s still something relatively new in China. Based on the student-centered learning philosophy, the flipped classroom is a new pedagogical model in which the typical in-class lecture and homework elements of a course are reversed or flipped for the purpose of better attainment of instructional outcomes. In other words, in a traditional classroom, students learn new content by listening to the teacher’s lecture in class; later, they review what they have learned by doing assigned homework outside class. However, in a flipped classroom, all this is reversed. Students gain first exposure to new material outside of class, usually at home or in the dorm or library at their own pace, by watching a 10-15 minute long video, or listening to podcast, or reading materials assigned by the teacher. When they come to the class, they will do the harder work of assimilating and applying that knowledge through quizzes, exercises, discussion, answering questions, debating, and problem-solving, etc. The classroom is turned into a studio where students create, collaborate and put into practice what they learned from the video lectures they viewed outside class. Instead of engaging in lengthy lecturing, instructors suggest various approaches, clarify content, offer individualized attention, do mini-lecture, and monitor progress.
According to Bergmann et al., the flipped classroom is:
A means to INCREASE interaction and personalized contact time between students and teachers.
An environment where students take responsibility for their own learning.
A classroom where the teacher is not the "sage on the stage", but the "guide on the side".
A blending of direct instruction with constructivist learning.
A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.
A class where content is permanently archived for review or remediation.
A class where all students are engaged in their learning.
A place where all students can get a personalized education.
While the English Public Speaking (EPS) class needs all the above-mentioned advantages of a flipped classroom, it has extra reasons to be flipped for better instructional outcomes.
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熊前莉
Public English Speaking (hereafter referred to as PES) training is a challenging but rewarding job, in which transplantation method proves to be a serviceable assistance of significance. Transplantation refers to the method by which the scientific achievements and methods developed in other disciplines are transplanted into PES training scientifically after proper and necessary adaptation.
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冯艳玲
多模态教学这一概念是由New London Group在1996年提出的新术语，它作为一种教学理论，主张利用网络、图片、视频、音频资料、角色扮演等多种渠道、多种教学手段来调动学生的多种感官协同运作参与语言学习，强调培养学生的多元听说读写能力。
大学英语公众演讲课堂教学是典型的多模态教学。在公众英语演讲课堂上，教师本人运用肢体语言以及声情并茂的英语来讲解和演示英语公众演讲的历史、演讲的不同类型、演讲稿的选材和完成等等，同时，还会运用到计算机、网络、视频、音频文件、PPT文件等，可谓是一种典型的多模态教学。大学英语公众演讲课堂教学中，听觉模态和视觉模态的运用是主导，二者结合，效果更佳。对于特殊类型的演讲，课堂教学中会用到模拟实物、角色扮演等教学手段，这就增加了触觉、嗅觉、空感等模态的运用。根据笔者所在学校学生的学习效果反馈，学生在多模态学习环境中，能够更好地掌握和领会演讲的要义；同时，学生自身的多模态演讲能力也有很大提高，取得了双赢的效果。
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