隨著教育信息技術(shù)的發(fā)展和普及，多媒體輔助教學(xué)手段已普遍應(yīng)用于英語教學(xué)中。然而，由于英語教師的主觀因素及其他客觀因素，多媒體輔助英語教學(xué)并未充分發(fā)揮其應(yīng)有的作用。多模態(tài)是指人類通過感官（如視覺、聽覺、觸覺、嗅覺、味覺等）跟外部環(huán)境（如人、機(jī)器）之間的互動(dòng)方式。在多模態(tài)教學(xué)中，主要強(qiáng)調(diào)把多種符號(hào)模態(tài)（語言、圖像、音樂、網(wǎng)絡(luò)等）引入教學(xué)過程，充分調(diào)動(dòng)學(xué)生的多種感官能夠參與到學(xué)習(xí)中來，刺激學(xué)生在記憶的同時(shí)產(chǎn)生多方面聯(lián)想，從而達(dá)到增強(qiáng)知識(shí)的記憶效果。如今多媒體教學(xué)已趨向于多模態(tài)化。自從新倫敦小組（New London Group）倡導(dǎo)把多模態(tài)應(yīng)用于語言教學(xué)以培養(yǎng)學(xué)生的多元讀寫能力和多模態(tài)意義的建構(gòu)能力以來，多模態(tài)便受到了學(xué)術(shù)界廣泛關(guān)注。西方學(xué)者對(duì)多模態(tài)與外語教學(xué)的研究主要傾向于具體學(xué)科的實(shí)證研究，國(guó)內(nèi)對(duì)多模態(tài)外語教學(xué)的研究起步較晚，大多為理論研究，實(shí)證方面的研究很少。而英語語法教學(xué)是英語教學(xué)中的基礎(chǔ)，它對(duì)語言交際起著重要作用，但目前的語法教學(xué)多以傳統(tǒng)教學(xué)方式為主，教學(xué)內(nèi)容比較枯燥，學(xué)生學(xué)習(xí)收效甚微。本研究在多媒體環(huán)境下，基于多模態(tài)理論構(gòu)建了多模態(tài)語法教學(xué)模式，探索其在初中英語語法教學(xué)中的有效性。... 

【文章來源】：延安大學(xué)陜西省

【文章頁數(shù)】：114 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Research Background
    1.2 Significance of the study
    1.3 The Innovation of the study
    1.4 The structure of the thesis
Chapter 2 Literature Review
    2.1 Review of Grammar Teaching
        2.1.1 Previous Researches on Grammar Teaching Aboard
        2.1.2 Researches on Grammar Teaching at Home
        2.1.3 English Grammar Teaching Situation in Junior Middle School
    2.2 Research on Multimodal Discourse
        2.2.1 The History of Multimodal Discourse Development
        2.2.2 Researches on Multimodal Discourse Analysis in Foreign Countries
        2.2.3 Researches on Multimodal Discourse Analysis at Home
    2.3 Researches on Multimedia Foreign LanguageTeaching and Learning
Chapter 3 Theoretical Rationale
    3.1 The Multimodal Discourse Analysis Theory
        3.1.1 Definition of Multimodal Discourse Analysis
        3.1.2 The Main Ideas of Multimodal Discourse Analysis
        3.1.3 Multimodal teaching
    3.2 Cone of Experience Theory
        3.2.1 The Definition of Cone of Experience
        3.2.2 Key Points of Cone of Experience
        3.2.3 The Instructive Significance in Teaching
    3.3 Krashen’s Input Hypothesis and Swain’s Output Hypothesis
    3.4 The Cognitive Theory of Multimedia Learning
        3.4.1 The General Description of the Cognitive Theory of Multimedia Learning
        3.4.2 The Principles of Multimedia Courseware Design
Chapter 4 Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Multimodal grammar teaching courseware
        4.3.2 Two test papers
        4.3.3 Questionnaire
        4.3.4 Interview
    4.4 Research Procedure
        4.4.1 Extraneous Variable Controlling
        4.4.2 Design
        4.4.3 Experiment Procedure
        4.4.4 Questionnaire and Subsequent Interview
Chapter 5 Data Analysis and Discussion
    5.1 Analysis of Data from Pre-questionnaire
    5.2 Analysis of Data from Experiment
        5.2.1 Analysis of Data from the Immediate Test
        5.2.2 Analysis of Data from the Delayed Test
    5.3 Analysis of Data from the Post- questionnaire
    5.4 Analysis of Data from Interview
    5.5 Reasons for Pre-questionnaire Results
    5.6 Reasons for the Experiment Results
    5.7 Reasons for Post-questionnaire Results
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Limitations of the Study
    6.3 Pedagogical Meaning of the Study
    6.4 Suggestions for Further Research
Bibliography
Appendix 1 初中英語語法教學(xué)情況問卷調(diào)查
Appendix 2 有關(guān)多模態(tài)課件輔助初中英語語法教學(xué)效果的問卷調(diào)查
Appendix 3 Immediate Grammar Test
Appendix 4 Delayed Grammar Test
Appendix 5 Interview Outline
Appendix 6 Bar Charts
Appendix 7 The Teaching Plan of the Simple Past Tense in Experimental Group
Acknowledgements
在讀碩士期間發(fā)表的論文


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碩士論文
[1]中學(xué)英語語法教學(xué)探索[D]. 周遙.華東師范大學(xué) 2007



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