鉴于学习者在多元智能和认知风格方面的差异，教学活动的设计必须与学生的多元智能、认知风格相适应，同时为学生提供符合其认知特点的多模态刺激。
1.学习者的多元智能
学生在多元智能方面表现出的不同智能优势要求活动设计必须关注到学生多元智能的差异，虽然不是所有的活动都涉及多种表现形式，但教师必须知道活动本身对多元智能的要求。
以《大学英语精读1》Unit 7 The Sampler为例。在本文的阅读教学中，教师设计了下面的领会活动，活动要求学生用行为表现自己的理解，没有表演天赋的同学自然难以胜任。不过，活动同时要求各小组配旁白，解释the narrator，the old man心中所思，也可以满足语言能力，尤其是口头表达能力较强的学生的需求。为了保证所有的学生都能够参与，在一个小组表演时，其他小组要进行评价。要保证评价的有效开展，要为学生提供评价标准。评价标准可以从以下几个方面制定：是否表演出the old man当时自尊心受到严重伤害的心情；表演是否自然；旁白是否合理；两者配合是否默契。
Step 1 Assign the learning task.
The old man always comes to the store to have pudding samplings,but this time the old man was thrown into an embarrassing moment.Now,you have 5 minutes to prepare to perform the embarrassing moments.Each group is to work together to discuss how to perform and how to accompany the performance with words.
Step 2 Students work in groups to prepare for the performance.
Step 3 Each group demonstrates their performance in class.
本活动涉及学生的语言智能、身体运动智能、人际关系智能、内心智能等。虽没有涉及智能的所有方面，但从全局上考虑了学生多元智能的差异。如果教师设计成一个回答问题，要求学生用英语回答老人为何感到自尊心受到了极大的伤害，那就成为一个纯粹的语言活动，体现不出对学生多元智能差异的尊重。
要适应学习者多元智能差异的要求，在教材二次开发中，教师有必要针对同一目标设计符合不同智能要求的活动，以《全新版大学英语综合教程1》Unit 7 Kids on the Track为例，可以设计如下活动：
Activity 1（内省智能）
Think while reading
Step 1 Assign the learning task.
What did you think of when you read these?Discuss your thinking with your partners,please.
No fence separated their backyard from the track...But,her sons,three and a half years old Todd and 18-month-old Scott,were nearby,playing on the drive.
“Okay!”said Todd,giving a thumbs-up gesture he’d seen his father make.
“Kay!”echoed Scott,trying to copy his older brother.
Kate shut the refrigerator and hurried out.Good.The boys were playing right where she’d left them.
a passenger express,she judged its speed.She carried more bags into house.
Kate tore back to the house,made the calls,then reached her husband,Gary,via his beeper.
a fence now separates their neighborhood from the railroad track.
Step 2 Students work individually to think on their own.
Step 3 Call on one student to contribute and then encourage others to add or give different comments.
本活动既可以训练学生的理解能力，又可以培养学生的阅读习惯。通过对所给的7句话引发的思考不仅可以看出学生对课文的理解，同时也可以看出学生的思维习惯、阅读习惯和图式知识。
Activity 2 （语言智能）
Can you explain?
Step 1 Assign the learning task.
Everything has reasons before.Can you help explain the following situations in this story?Discuss with your partner first and explain to class what you think.
—How could the kids get to the railroad?
—The instant they identified kids on the track,Rich threw on the emergence brake.But why was it difficult to stop the train?
—Why did Anthony“forced himself to wait”instead of jumping right then?
Step 2 Students talk with each other for explanation.
Step 3 Call on each pair to explain.
本活动要求学生解释故事中的现象，可以很好地展示学生对故事的理解。这里选择了三个事实让学生讨论，可以培养学生上下文的意识。比如：
（1）学生不仅要知道no fence这个事实，同时还必须知道Kate was busy with moving the bags of groceries into the house，把这两点与事实连起来就可以分析出其中的原因；
（2）学生也需要结合上文中提到的adjust the accelerator，知道火车在提速；
（3）要考虑火车的因素，以及这样做的好处，自然也就会明白he would not be faster than the train.He had to take advantage of the speed of the train.
Activity 3 （空间智能）
Thinking in the mind while reading
Step 1 Assign the learning task.
This is a story,and creating image while reading is a useful way of reading.Can you imagine what the scene is like when you read the following?
—paragraph 22.
—paragraph 25.Anthony saw the black steel edge of the snow plow blade hit the young child under the chin,driving his head back and scraping over his face.
—Kate tore back to the house,made the calls,then reached her husband.
Step 2 Students can just think in their mind.
Step 3 Call someone to explain if possible.
这是一种自主阅读活动，教师关键是给学生提供机会，提建议以及想象的方式。比如，可以让学生阅读后闭上眼睛想象阅读的画面。也可以是教师读，让学生闭着眼睛听，想象画面。可以让个别同学用汉语描述画面作为信息反馈。
Activity 4 （人际关系智能）
Unwritten dialogue
Step 1 Assign the learning task.
Though the writer doesn’t provide the direct speech,we can see there are dialogues involved in some places.Can you work with your partner and guess what the original dialogue would be like?
—Paragraph 32.Reporters later asked Anthony if he had hesitated before risking his life.
—Then reached her husband,Gary,via his beeper.
—So Anthony insisted the emergency personnel check.
Step 2 Students work in pairs to talk about what the direct speech might be like.
Step 3 Call on individual pairs to report and at the same time encourage others to add.
让学生写出故事中隐藏的对话可以帮助学生理解课文。由于故事中的对话已经很多，暗藏的对话不是太多，这里只选择了三处供学生练习。(www.xing528.com)
如果是第一次组织这个活动就要给学生讲清楚要求，或给出范例。要鼓励学生发挥自己的想象，让学生两两讨论完成。
活动的关键在于学生的对话环节，没有学生的对话也就无法培养学生的人际关系智能，活动对学生的人际关系智能的作用也就不大。
Activity 5（音乐智能）
Dubbing
Step 1 Assign the learning task.
When there are dialogues,we can demonstrate our understanding through the characters’ words. We call this dubbing. Please read the following. See whether you can use the right intonation. Who can try first?
(1)“Stay right there,while Mommy puts the groceries away. Then we’ll go inside and have lunch,okay?”
“Okay!”
“Kay!”
(2)“Kids on the Track!”
(3)“Get away! Get away!”
(4)“Lady,go to your house. Call the police and ambulance.”
(5)“Ma’am,listen! Go to your house and call the police — call an ambulance. Go!”
Step 2 Call on individuals to try and at the same time ask others to assess whether his or her intonation is right.
Step 3 Call on more students to try.
这是一种比较有趣的理解活动，要求学生用语调展示自己的理解，比如自豪的语调、咆哮的语调、镇静的语调以及生气的语调等。这里选择的几个都是比较有代表性的，课堂上可以多让几个同学尝试。
如果同学们认为某个同学的语调不合适，最好给出说明解释，这样可以了解该同学对文章及语调的理解。比如Todd说Okay时该用什么语调，一是与孩子的基本语调有关，二是与giving a thumbs-up gesture he’d seen his father make有关。所以，语调本身不是最重要的，重要的是同学们对语调的解释（王笃勤，2011b）。
2.学习者的认知风格
教学活动设计不仅应该关注学习者的多元智能，同样需要关注学习者的认知风格。每个人都有其不同的认知风格倾向。有的学生习惯个体活动，有的习惯集体活动；有的擅长分析，有的习惯综合学习；有的习惯视觉学习，有的习惯触觉学习，也有的习惯动觉学习。既然不同的学习活动对认知方式的要求不同，教师在设计教学活动时必须考虑到这些因素，才能促进学生语言能力和认知的发展。
以《新时代交互英语读写译1》Unit 3 Here’s to Your Health为例。本文主要讲述了健康的秘密。笔者根据学生认知风格的差异，在作业布置环节给学生设计了三种形式的语言产出类的活动，学生可以根据自己的特点选择作业方式、自由组合小组成员，示例如下：
布置作业环节：同学们可以根据自己的学习风格选择下列三种作业之一并按要求完成。
图4—10 Here’s to Your Health 布置作业环节示例
这样的教学设计可以兼顾学生不同的认知风格，也有利于学生通过各种认知方式来提高语言的综合运用能力。
3.多元活动设计
基于多模态理论，要提高教学效果，我们有必要在教材二次开发中利用不同模态的资源，设计多元的教学活动，以满足教学和学习的需求。
以《新视野大学英语视听说教程2》Unit 7 Does Money Talk？中Further Listening and Speaking Task 1 Giving Money to a Beggar为例。该听力材料中配有相关音频，笔者根据教学目标增加了多模态材料，利用各种图片、音频、视频（包括自制视频）给予学生听觉、视觉等多种模态的刺激，提升了听力教学的效果。步骤如下：
Step 1 激活学生的相关图式（图片）
利用大量现代街头乞讨者的图片激活学生关于乞丐的图式（鉴于版权问题，图片略）。
Step 2 设置问题引发学生思考（文字）
Have you ever met such beggars on the street?
Have you ever been bothered by such beggars?
What do you think of these people?
Will you give some of your cash to them?
Step 3 播放自制视频，激活学生关于采访的形式图式，引发学生思考（视频）
Listen to an interview and try to see what our Chinese teachers will do to a beggar.
Interview and tell your attitudes towards beggars.
Step 4 播放文本音频，获取相关信息，发表观点（音频）
图4—11 Does Money Talk？ Step 3
图4—12 Does Money Talk？ Step 4
Step 5 图片展示，引发学生思考问题（图片+文字）
What do you think of them?
But if it were the following people begging，will you share your luck with them?
图4—13 Does Money Talk？ Step 5
Step 6 播放自制视频，激活学生图式，指导学生的语言产出活动（视频）
What’s your idea now?Now you are to do an interview.Before you interview your classmates，let’s watch an interview for reference.
Work in pairs，ask each other as to whether he or she will lend a hand to the following beggars.Why or why not?
图4—14 Does Money Talk？ Step 6
Step 7 利用图片引发学生总结观点（图片略）
在本例中，笔者在选择模态时不仅关注了图式类型、生活背景及听力习惯，还通过展示丰富多样的图片、视频、音频等阐释了听力话题下的社会文化意义，模态的呈现方式比较多元，有效地刺激了学生的多种感官，促进了学生的听力理解。
因此，基于认知理论进行的教学活动设计和教材二次开发，有利于学生知识结构、图式结构的完善与建构，有利于学生认知的发展和语言水平的提高。
免责声明：以上内容源自网络，版权归原作者所有，如有侵犯您的原创版权请告知，我们将尽快删除相关内容。
