教育信息化背景下,微課已成為一種新型在線教學(xué)資源呈現(xiàn)方式,是教和學(xué)的重要輔助資源,外語微課研究熱潮也隨之興起。本文以兩屆中國外語微課大賽16個(gè)一等獎(jiǎng)作品為研究對(duì)象,采用多模態(tài)分析法、問卷調(diào)查、訪談與語料庫詞頻法探究優(yōu)秀外語微課的特征。首先,本文以張德祿（2009）提出的多模態(tài)話語分析理論框架為依據(jù),統(tǒng)計(jì)分析16個(gè)獲獎(jiǎng)作品中出現(xiàn)的模態(tài)以及模態(tài)間的關(guān)系,以期發(fā)現(xiàn)各種符號(hào)資源是如何構(gòu)建話語意義的;其次,分別運(yùn)用問卷和訪談兩種方法調(diào)查外語教師眼中優(yōu)秀外語微課應(yīng)具備的特征;最后,運(yùn)用語料庫詞頻分析法研究大賽評(píng)審專家眼中優(yōu)秀外語微課應(yīng)具備的特征。研究發(fā)現(xiàn),優(yōu)質(zhì)外語微課的多模態(tài)分布情況是聽覺模態(tài)占主導(dǎo),且聽覺模態(tài)和視覺模態(tài)的關(guān)系中互補(bǔ)關(guān)系占主導(dǎo);外語教師和評(píng)審專家認(rèn)為優(yōu)質(zhì)外語微課應(yīng)具備三方面的特征:1)選題。優(yōu)秀外語微課的選題有趣、獨(dú)特、范圍小且基于學(xué)生的學(xué)習(xí)需求和興趣;2)教學(xué)。教學(xué)目標(biāo)實(shí)用且基于學(xué)生的接受能力;教學(xué)過程完整,結(jié)構(gòu)清晰、富有邏輯;內(nèi)容豐富、合理、完整、新穎、簡潔;講解語言發(fā)音清晰、標(biāo)準(zhǔn)、流暢、語速適中;3)視頻制作。視頻流暢、生動(dòng)、穩(wěn)定、清晰、色彩和諧、沒有噪音。本研究可為外語微課... 

【文章來源】：四川外國語大學(xué)重慶市

【文章頁數(shù)】：110 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter One Introduction
    1.1 Background of the Research
    1.2 Objectives of the Research
    1.3 Significance of the Research
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Micro-lecture
        2.1.1 Previous Studies at Abroad
        2.1.2 Previous Studies in China
    2.2 Micro-lectures of Foreign Languages
    2.3 Multimodal Discourse Analysis
        2.3.1 Review of Multimodal Discourse Analysis
        2.3.2 Synthetic Theoretical Framework
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 EUDICO Linguistic Annotator
        3.3.2 Questionnaire
        3.3.3 Interview
        3.3.4 Ant Conc
    3.4 Participants
    3.5 Research Procedures
        3.5.1 Annotating the Micro-lectures
        3.5.2 Conducting the Questionnaire
        3.5.3 Conducting the Interview
        3.5.4 Corpus Analysis
Chapter Four Results and Discussion
    4.1 Multimodal Features
        4.1.1 The Annotating Results from the Expression Level
        4.1.2 The Annotating Results from the Content Level
        4.1.3 The Distribution of the Relationships
        4.1.4 Summary
    4.2 Results of Questionnaire
        4.2.1 Teachers’ Individual Information
        4.2.2 Teachers’ Familiarity with the Micro-lectures of Foreign Languages
        4.2.3 The Features of the Excellent Micro-lectures of Foreign Languages in theTeachers’ View
        4.2.4 Summary
    4.3 Results of Interview
        4.3.1 Teacher A
        4.3.2 Teacher B
        4.3.3 Teacher C
        4.3.4 Summary
    4.4 Experts’ Comments
    4.5 Discussion
        4.5.1 Features of the Excellent Micro-lectures of Foreign Languages
        4.5.2 The Way of Creating a High-quality Micro-lecture of ForeignLanguages
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations
    5.4 Further Studies
References
Appendix 1
Appendix 2



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