本文選題：人教版初中英語教材 + 多模態(tài)資源�。� 參考：《牡丹江師范學院》2017年碩士論文

【摘要】：隨著信息技術和文字處理技術的不斷發(fā)展,在教材中越來越多的符號參與意義的構建,紙質版的教材中呈現(xiàn)出了顯著的多模態(tài)特征,這些符號在信息傳遞的過程中同文字一樣起到了重要的作用。隨著國外多模態(tài)理論的引入,不少學者采用克里斯和凡.勒文的視覺語法以及馬丁尼克和薩爾維的圖文關系對教材進行多模態(tài)分析,探討教材中的多模態(tài)特征以及各個符號資源是如何構建意義的,以期幫助師生更好的理解和使用這些資源。張德祿曾指出“多模態(tài)教材是指由多種模態(tài)共同組成的教材,包括文字、圖畫、表格、錄音、錄像共時或者按一定順序出現(xiàn)”。人教版初中英語教材中既包括視覺符號也包括聽覺符號,是典型的多模態(tài)教材。然而,師生作為教材的直接使用者,目前對教材中多模態(tài)資源的看法如何?在教和學中會利用到這些資源嗎?在利用過程中存在哪些問題?針對這些問題,本文選取了人教版初中英語教材中的視覺資源,包括圖片、顏色、字體以及排版為研究內容,對南甸中學的420名學生和21名英語教師做了問卷調查。為了進一步了解現(xiàn)狀,調查還結合了訪談和課堂觀察。調查發(fā)現(xiàn):1)初三年級學生對教材中多模態(tài)設計的整體滿意度要高于其它兩個年級的學生。但是總的來看,三個年級的學生對教材中多模態(tài)資源設置的滿意度不高,尤其是圖文的搭配方面。大部分學生贊同多模態(tài)資源的使用有助于學習,但是他們對教材中多模態(tài)資源的意識程度普遍較低。與學生相比,教師對教材中多模態(tài)資源設置的評價要高于學生,特別是在圖片的設計上。而且,大部分教師同意多模態(tài)資源的使用有助于教學。2)所有年級的學生都傾向于借助表格和圖形來學習。但是初一年級學生對多模態(tài)資源的總體利用情況要略好于其它兩個年級。在多模態(tài)資源利用過程中,大多數(shù)教師更側重利用圖片來引出一個有趣的話題,而其它模態(tài)資源的使用則側重于引起學生的注意或強調重點。此外,教師很少引導學生關注這些模態(tài)資源�？偟膩砜�,教師對多模態(tài)資源的利用和引導不夠規(guī)范和深入。3)多模態(tài)資源利用過程中存在的問題主要有:教師多模態(tài)理論知識欠缺,不重視學生多元識讀能力的培養(yǎng),多模態(tài)資源利用的程度不夠深,只停留在表面;學生對教材中多模態(tài)資源設置的滿意度低,缺乏教師積極的引導;教材中多模態(tài)呈現(xiàn)不明顯,資源選擇和設置存在缺陷。通過本文研究,希望能引起師生對教材中多模態(tài)資源的關注,重視學生多元識讀能力的培養(yǎng)。在促進教和學的效率的同時,進一步提高教材利用率。
[Abstract]:With the development of information technology and word processing technology, more and more symbols participate in the construction of meaning in textbooks. These symbols play an important role in the transmission of information as well as in the text. With the introduction of multimodal theory abroad, many scholars adopt Chris and Van. The visual grammar of Levin and the relationship between Martinek and Salvi are used to analyze the multimodal features of the textbook and how to construct the meaning of each symbol resource. In order to help teachers and students better understand and use these resources. Zhang Delu once pointed out that "a multimodal textbook refers to a textbook consisting of a variety of modes, including text, pictures, tables, audio and video recordings, or appearing in a certain order." It is a typical multimodal teaching material, which includes both visual and auditory symbols. However, as the direct users of textbooks, what are the views of teachers and students on the multi-modal resources in the textbooks? Will these resources be used in teaching and learning? What are the problems in the process of utilization? In order to solve these problems, this paper selects the visual resources, including pictures, colors, fonts and typography, from junior middle school English textbooks, and makes a questionnaire survey on 420 students and 21 English teachers in Nandian Middle School. In order to further understand the current situation, the survey also combined interviews and classroom observation. It is found that the overall satisfaction of junior high school students with multimodal design in textbooks is higher than that of the other two grades. But generally speaking, the students in the three grades are not satisfied with the multi-modal resource settings in the textbooks, especially in the collocation of pictures and texts. Most students agree that the use of multimodal resources is helpful to learning, but their awareness of multimodal resources in textbooks is generally low. Compared with the students, the teachers' evaluation of the multi-modal resource settings in the textbooks is higher than that of the students, especially in the design of pictures. Moreover, most teachers agree that the use of multimodal resources helps teaching. 2) students in all grades tend to use tables and graphics to learn. However, the overall utilization of multimodal resources of junior high school students is slightly better than that of the other two grades. In the process of multimodal resource utilization, most teachers focus on using pictures to lead to an interesting topic, while the use of other modal resources focuses on attracting students' attention or emphasizing the emphasis. In addition, teachers rarely lead students to pay attention to these modal resources. In general, teachers' use and guidance of multimodal resources are not standardized and deep. The main problems in the process of using multimodal resources are: teachers' lack of multi-modal theoretical knowledge, and they do not attach importance to the cultivation of students' pluralistic reading ability. The degree of utilization of multi-modal resources is not deep enough, only stay on the surface; students' satisfaction with the multi-modal resource settings in the textbooks is low, lack of active guidance from teachers; the multi-modal in the textbooks is not obvious, and there are defects in the selection and setting of resources. Through the research of this paper, it is hoped that the teachers and students will pay attention to the multi-modal resources in the textbook and pay attention to the cultivation of students' pluralistic reading ability. While promoting the efficiency of teaching and learning, we should further improve the utilization rate of teaching materials.
【學位授予單位】：牡丹江師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關期刊論文 前10條

1 廖百秋;周保國;;高中英語教師對教材視覺語篇的解讀和利用[J];現(xiàn)代中小學教育;2016年03期

2 韋琴紅;;多元識讀理論解讀[J];杭州電子科技大學學報(社會科學版);2013年04期

3 汪燕華;;多模態(tài)話語中語類和圖類的配置[J];外語與外語教學;2011年03期

4 何山燕;;國內多模態(tài)話語分析研究述評[J];重慶文理學院學報(社會科學版);2011年03期

5 張德祿;張淑杰;;多模態(tài)性外語教材編寫原則探索[J];外語界;2010年05期

6 曾方本;;多模態(tài)語篇里圖文關系的解構及其模式研究——關于圖文關系的三種理論評述[J];外國語文;2010年04期

7 韋琴紅;;論多模態(tài)話語中的模態(tài)、媒介與情態(tài)[J];外語教學;2009年04期

8 張德祿;;多模態(tài)話語分析綜合理論框架探索[J];中國外語;2009年01期

9 陳瑜敏;王紅陽;;多模態(tài)語篇圖像的概念意義與圖文關系——當代教科書的多模態(tài)語篇分析[J];寧波大學學報(教育科學版);2008年01期

10 朱永生;;多模態(tài)話語分析的理論基礎與研究方法[J];外語學刊;2007年05期

，

本文編號：1786061