閱讀能力是英語(yǔ)學(xué)習(xí)者需要具備的重要能力之一。然而,實(shí)踐表明,英語(yǔ)閱讀始終是學(xué)生英語(yǔ)學(xué)習(xí)中的薄弱環(huán)節(jié),因此英語(yǔ)閱讀教學(xué)仍存在諸多問(wèn)題。為了改善高中生目前的英語(yǔ)閱讀現(xiàn)狀,本研究試圖將多模態(tài)話語(yǔ)分析理論下的翻轉(zhuǎn)課堂教學(xué)模式運(yùn)用到英語(yǔ)閱讀教學(xué)的實(shí)踐中。多模態(tài)話語(yǔ)分析在新媒體時(shí)代得到了發(fā)展,翻轉(zhuǎn)課堂的出現(xiàn)顛覆了傳統(tǒng)的課堂教學(xué)模式,兩者的結(jié)合更能充分發(fā)揮數(shù)字媒體技術(shù)的優(yōu)勢(shì),這一全新、多元化的教學(xué)模式,為培養(yǎng)全面發(fā)展的高中生搭建了理想的平臺(tái)。以往大多數(shù)研究學(xué)者只是研究單一的翻轉(zhuǎn)課堂或是多模態(tài)教學(xué)在英語(yǔ)閱讀中的應(yīng)用,很少有人將兩者結(jié)合起來(lái),即以多模態(tài)話語(yǔ)分析視角下的翻轉(zhuǎn)課堂教學(xué)模式來(lái)教授高中英語(yǔ)閱讀。本文介紹了多模態(tài)話語(yǔ)分析和翻轉(zhuǎn)課堂的理念及其優(yōu)勢(shì),著重研究了多模態(tài)翻轉(zhuǎn)課堂在高中英語(yǔ)閱讀教學(xué)中的應(yīng)用。面對(duì)新的教育形式,高中英語(yǔ)教師應(yīng)該將多模態(tài)翻轉(zhuǎn)課堂模式運(yùn)用在課前、課堂中以及課后的教學(xué)實(shí)踐中,從而激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的學(xué)習(xí)興趣,提高學(xué)習(xí)成績(jī)。通過(guò)實(shí)證研究,本論文的目的在于證明以下三個(gè)研究假設(shè):1.多模態(tài)話語(yǔ)分析視角下的翻轉(zhuǎn)課堂教學(xué)模式能夠激發(fā)學(xué)生對(duì)英語(yǔ)閱讀的興趣。2.多模態(tài)話語(yǔ)分析視角下的翻轉(zhuǎn)課堂教學(xué)模式... 

【文章來(lái)源】：遼寧師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：74 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter1 Introduction
    1.1 Background Information of the Study
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Chapter2 Literature Review
    2.1 Overview of Multimodal Discourse Analysis
        2.1.1 The Definition of Multimodal Discourse Analysis
        2.1.2 The Features of the Multimodal Discourse Analysis
        2.1.3 The Functions of the Multimodal Discourse Analysis
        2.1.4 Studies Abroad
        2.1.5 Studies at Home
    2.2 Overview of the Flipped Class
        2.2.1 Definition of the Flipped Class
        2.2.2 The Features of the Flipped Class
        2.2.3 The Functions of the Flipped Class
        2.2.4 Studies Abroad
        2.2.5 Studies at Home
    2.3 The Relationship Between Multimodal Discourse Analysis Theory and theFlipped Class
        2.3.1 The Feasibility of Using Multimodal Discourse Analysis Theory to theFlipped Class
        2.3.2 The Theoretical Framework of Multimodal Modal Discourse Analysisin the Flipped Class
    2.4 Theoretical Foundations
        2.4.1 Systemic Functional Linguistics Theory
        2.4.2 Constructivism Theory
        2.4.3 Humanistic Learning Theory
Chapter3 Research Design
    3.1 Purpose of the Research
    3.2 Research Hypotheses
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Questionnaire
        3.4.2 Pre-test and Post-test
        3.4.3 Interview
    3.5 Research Procedures
        3.5.1 Experimental Process
        3.5.2 Experimental Implementations
Chapter4 Data Analysis and Discussion
    4.1 Data Analysis of the Questionnaire
    4.2 Data Analysis of the Tests
        4.2.1 Results of the Pre-test
        4.2.2 Results of the Post-test
    4.3 Data Analysis of the Interview
    4.4 Discussion
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Limitations of the Research
    5.3 Suggestions for Future Study
References
Appendix A
Appendix B
Appendix C
Appendix D
Acknowledgements



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