<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">IED</journal-id><journal-title-group><journal-title>International Economy and Development</journal-title></journal-title-group><issn>2995-4339</issn><eissn>2995-4355</eissn><publisher><publisher-name>Art and Design</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/IED.2025060036</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>多模态知识构建视角下跨境独立站设计课程真实项目驱动的实践教学研究</title><url>https://artdesignp.com/journal/IED/3/6/10.61369/IED.2025060036</url><author>杨于昕</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>6</issue><history><date date-type="pub"><published-time>2025-06-20</published-time></date></history><abstract>随着跨境电商发展，对复合型人才需求迫切。本研究基于多模态知识构建理论，探讨跨境独立站设计课程真实项目驱动教学实践，构建多模态任务设计、知识整合和评价体系三维框架。预期多模态任务链提升学习动机，边界对象促进知识迁移，情感- 物质纠缠加速职业身份建构。同时提出应对时间压缩、评价失衡和版权风险的策略，为跨境电商人才培养提供新思路，推动教育教学改革。</abstract><keywords>人才培养,实践教学,多模态知识构建,跨境电商</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] 中国互联网协会. 中国互联网发展报告（2022）[R]. 北京：电子工业出版社,2022.[2] 中国商务部. 中国电子商务报告（2021）[R]. 北京：中国商务出版社,2022.[3] Jewitt, C. The Routledge handbook of multimodal analysis[M]. 2nd ed. London: Routledge, 2014.[4] Kolb, D. A. Experiential learning: Experience as the source of learning and development[M]. Englewood Cliffs, NJ: Prentice Hall, 1984.[5] Kress, G., &amp;amp; Van Leeuwen, T. Reading images: The grammar of visual design[M]. 2nd ed. London: Routledge, 2006.[6] Lave, J., &amp;amp; Wenger, E. Situated learning: Legitimate peripheral participation[M]. Cambridge: Cambridge University Press, 1991.[7] 曹高辉. 泛在信息环境下的学科知识地图构建研究[J]. 情报科学,2014,32(5):7-11.[8] Lemke, J. L. Across the scales of time: Artifacts, activities, and meanings in ecosocial systems[M]. Mind, Culture, and Activity, 2000, 7(4): 273-292.[9] 晁睿, 张坤丽, 王佳佳, 等. 中文多模态知识库构建[J]. 广西师范大学学报( 自然科学版), 2022, 40(3): 31-39.[10] Piaget, J. The construction of reality in the child[M]. New York: Basic Books, 1954.[11] 宿恺, 潘晨辉. 电商领域多模态商品知识图谱构建研究[J]. 计算机应用研究, 2023,40(3):173-177.[12] Rogers, R. D. Teaching multimodal literacies in composition classrooms: New resources and challenges[J]. College English, 2009, 71(6): 566-584.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
