本文選題：多模態(tài) + 信息輸入��； 參考：《重慶師范大學》2017年碩士論文

【摘要】：英語寫作是語言學習當中重要且復雜的輸出過程,能檢驗學生的英語綜合水平。因此,培養(yǎng)學生的英語寫作能力是英語教學的重要目的之一。傳統(tǒng)的英語寫作教學模式存在一定的局限性,教學過程相對枯燥,學生的學習效果也有待提高。而西方的研究者們開始把語言符號以及非語言符號(如動作、姿勢、表情、教學設備等符號系統(tǒng))納入了話語分析的范疇,拓寬了話語分析的研究手段。因此形成了一種全新的話語分析方法—多模態(tài)話語分析。在國內外多模態(tài)話語研究蓬勃發(fā)展以及中學新課改的大環(huán)境下英語教學急需改進,語言教學不再是單純的教授語言知識,而還要培養(yǎng)學生的綜合語言能力素質,理解文化的同時又要深化語言的學習,使學生能拓展寫作思維,從而提升寫作能力�；诖�,本文立足課堂教學,探討如何設計多模態(tài)信息輸入教學,如何將其運用到實際課堂教學當中,并調查其教學效果。本研究主要采用問卷調查法。通過課例分析來構建高中英語多模態(tài)信息輸入的教學方式,再通過在高中進行具體的課堂教學實踐,以及對教師學生對多模態(tài)信息輸入教學方式的看法進行問卷調查。通過分析,對本研究的理論構想的可行性和有效性進行檢驗,為理論構想提供現(xiàn)實依據(jù),以此證明該教學方法的有效性和優(yōu)越性。研究發(fā)現(xiàn),該教學方法能夠刺激學生的多種感官,激發(fā)學生的學習興趣,加深對知識的印象,減輕認知負荷,使課堂氛圍更加輕松活躍,提高學生參與課堂活動的積極主動性。同時,還能給學生提供多角度的觀察和思考的方式,學生能夠通過教師準備的課件了解更多的知識,讓學生能更直觀地了解異國文化,從而提高語言文化意識,促進多元化意識的提升。
[Abstract]:English writing is an important and complex output process in language learning, which can test students' English comprehensive level. Therefore, cultivating students' English writing ability is one of the important purposes of English teaching. The traditional teaching mode of English writing has some limitations, the teaching process is relatively dull, and the students' learning effect needs to be improved. However, the western researchers began to include linguistic symbols and non-verbal symbols (such as action, posture, expression, teaching equipment and other symbolic systems) into the category of discourse analysis, which broadened the research methods of discourse analysis. Therefore, a new method of discourse analysis, multimodal discourse analysis, has been developed. In the context of the vigorous development of multi-modal discourse research at home and abroad and the new curriculum reform in middle schools, English teaching is in urgent need of improvement. Language teaching is no longer simply teaching language knowledge, but also developing students' comprehensive language competence. While understanding culture, it is necessary to deepen language learning so that students can expand their writing thinking and improve their writing ability. Based on this, this paper discusses how to design multi-modal information input teaching, how to apply it to practical classroom teaching, and how to investigate its teaching effect based on classroom teaching. This research mainly adopts the questionnaire method. This paper constructs the teaching method of English multi-modal information input in senior high school through case analysis, and then carries on the concrete classroom teaching practice in the senior high school, and carries on the questionnaire survey to the teacher student's view to the multi-modal information input teaching way. Through the analysis, the feasibility and validity of the theoretical conception of this study are tested, and the practical basis for the theoretical conception is provided to prove the effectiveness and superiority of the teaching method. It is found that this teaching method can stimulate students' various senses, stimulate their interest in learning, deepen their impression of knowledge, lighten their cognitive load, make the classroom atmosphere more relaxed and active, and enhance students' active participation in classroom activities. At the same time, it can also provide students with a multi-angle way of observation and thinking. Students can learn more knowledge through the courseware prepared by teachers, so that students can understand foreign cultures more intuitively, thus raising the awareness of language and culture. To promote the promotion of diversity consciousness.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1794126