多模態(tài)教學(xué)模式在高中英語(yǔ)語(yǔ)法教學(xué)中的應(yīng)用
發(fā)布時(shí)間：2022-12-04 18:23
語(yǔ)法教學(xué)肩負(fù)著培養(yǎng)學(xué)生運(yùn)用語(yǔ)言能力的任務(wù)。然而傳統(tǒng)語(yǔ)法教學(xué)存在一些弊端,致使學(xué)生的語(yǔ)法學(xué)習(xí)效果不令人滿意。因此,有必要探索新的語(yǔ)法教學(xué)模式,提高語(yǔ)法教學(xué)質(zhì)量,以促進(jìn)學(xué)生綜合語(yǔ)言運(yùn)用能力的發(fā)展。隨著信息技術(shù)的快速發(fā)展,多模態(tài)理論應(yīng)運(yùn)而生。自從1996年新倫敦小組提出把多模態(tài)理論應(yīng)用于語(yǔ)言教學(xué)之中以來(lái),多模態(tài)教學(xué)已經(jīng)受到了國(guó)內(nèi)外眾多專家學(xué)者的重視,并出現(xiàn)了研究熱潮。他們從不同學(xué)段（大學(xué),中學(xué),小學(xué)）和語(yǔ)言教學(xué)的不同方面（聽力,口語(yǔ),閱讀,寫作等）進(jìn)行多模態(tài)教學(xué)研究,并取得了一定成果,而從高中英語(yǔ)語(yǔ)法教學(xué)的視角研究的為數(shù)不多。因此,本論文著眼于此,旨在論證多模態(tài)語(yǔ)法教學(xué)模式在高中英語(yǔ)語(yǔ)法教學(xué)中的可行性和有效性。作者設(shè)計(jì)了如下問(wèn)題:1.多模態(tài)語(yǔ)法教學(xué)模式如何影響高中生的課堂表現(xiàn)?2.多模態(tài)語(yǔ)法教學(xué)模式如何影響高中生語(yǔ)法學(xué)習(xí)的自我效能?3.多模態(tài)語(yǔ)法教學(xué)模式如何影響高中生的語(yǔ)法成績(jī)?本研究選取了淮陽(yáng)中學(xué)高一兩個(gè)平行班總共101名學(xué)生作為研究對(duì)象。一個(gè)班為實(shí)驗(yàn)班,實(shí)行多模態(tài)語(yǔ)法教學(xué);另一個(gè)班為控制班,實(shí)行傳統(tǒng)語(yǔ)法教學(xué)。研究歷時(shí)三個(gè)月。實(shí)驗(yàn)前,經(jīng)過(guò)前測(cè),結(jié)果得出兩班學(xué)生語(yǔ)法水平基本相同。實(shí)驗(yàn)中采用了...
【文章頁(yè)數(shù)】：119 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
ABSTRACT
摘要
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Research Questions
1.4 Research Methods
1.5 Structure of the Thesis
Chapter Two Literature Review
2.1 A Review of Senior High School English Grammar Teaching
2.1.1 Demands of the New English Curriculum Standards
2.1.2 The Current Situation of Senior High School English Grammar Teaching
2.2 A Review of Researches on Multimodal Discourse Theory at Home and Abroad
2.2.1 A Review of Studies on Multimodal Discourse Abroad
2.2.2 A Review of Studies on Multimodal Discourse at Home
2.3 A Review of Studies on Multimodal Teaching at Home and Abroad
2.3.1 A Review of Studies on Multimodal Teaching Abroad
2.3.2 A Review of Studies on Multimodal Teaching at Home
2.4 A Review of Researches on the Application of Multimodal Teaching in English Grammar Teaching
Chapter Three Theoretical Framework
3.1 Multimodal Discourse Theory
3.1.1 Definition of Multimodal and Multimodal Discourse
3.1.2 The Main Thoughts of Multimodal Discourse Theory
3.2 Constructivist Learning Theory
3.2.1 Definition of Constructivist Learning Theory
3.2.2 The Main Thoughts of Constructivist Learning Theory
3.3 Multimodal Grammar Teaching Mode
Chapter Four Research Design
4.1 Research Hypothesis
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaires
4.3.2 Tests
4.3.3 Interview
4.3.4 SPSS20.0
4.4 Research Procedures
4.4.1 Controlling External Variables
4.4.2 Time Allocation
4.4.3 Experiment Procedure
4.5 An Experimental Case of Multimodal Grammar Teaching in EC
4.5.1 Teaching Material and Analysis
4.5.2 Teaching Procedure
Chapter Five Data Analysis and Discussion
5.1 Analysis of the Questionnaires
5.1.1 Pre-questionnaire in EC and CC
5.1.2 Post-questionnaire in EC
5.2 An Analysis of the Interview
5.3 Analysis of the Tests
5.3.1 Data Analysis of Pre-test in EC and CC
5.3.2 Data Analysis of Post-test in EC and CC
5.3.3 A Comparison of Pre-test and Post-test in EC
5.3.4 A Comparison of Pre-test and Post-test in CC
5.3.5 A Comparison of Pre-test and Delayed-test in EC
5.3.6 A Comparison of Pre-test and Delayed-test in CC
5.3.7 A Comparison of Three Tests Between EC and CC
5.4 Summary
Chapter Six Conclusion
6.1 Major Findings
6.2 Educational Implications
6.3 Limitations of the Study
6.4 Suggestions for Future Researches
Bibliography
Appendixes
Appendix Ⅰ Pre-questionnaire
Appendix Ⅱ Post-questionnaire
Appendix Ⅲ Interview
Appendix Ⅳ Test Paper for Pre-test
Appendix Ⅴ Test Paper for Post-test
Appendix Ⅵ Test Paper for Delayed-test
Appendix Ⅶ Students’Scores of Test Paper
【參考文獻(xiàn)】：
期刊論文
[1]自我效能感理論綜述[J]. 易靚. 佳木斯職業(yè)學(xué)院學(xué)報(bào). 2017(09)
[2]自我效能感理論對(duì)中學(xué)英語(yǔ)教學(xué)的啟示[J]. 魏姣起. 亞太教育. 2015(27)
[3]建構(gòu)主義學(xué)習(xí)理論視角下中學(xué)英語(yǔ)教學(xué)情境的創(chuàng)設(shè)[J]. 李小龍. 湖北函授大學(xué)學(xué)報(bào). 2013(11)
[4]多模態(tài)視閾下的大學(xué)英語(yǔ)語(yǔ)法教學(xué)模式探究[J]. 楊萌. 語(yǔ)文學(xué)刊(外語(yǔ)教育教學(xué)). 2012(10)
[5]多模態(tài)話語(yǔ)課件在外語(yǔ)語(yǔ)法教學(xué)中的實(shí)證研究[J]. 張維,劉曉斌,周榕. 現(xiàn)代教育技術(shù). 2012(06)
[6]多模態(tài)PPT演示教學(xué)與學(xué)生學(xué)習(xí)績(jī)效的相關(guān)性研究[J]. 張征. 中國(guó)外語(yǔ). 2010(03)
[7]多模態(tài)外語(yǔ)教學(xué)的設(shè)計(jì)與模態(tài)調(diào)用初探[J]. 張德祿. 中國(guó)外語(yǔ). 2010(03)
[8]多模態(tài)話語(yǔ)模態(tài)的協(xié)同及在外語(yǔ)教學(xué)中的體現(xiàn)[J]. 張德祿,王璐. 外語(yǔ)學(xué)刊. 2010(02)
[9]多模態(tài)話語(yǔ)理論與媒體技術(shù)在外語(yǔ)教學(xué)中的應(yīng)用[J]. 張德祿. 外語(yǔ)教學(xué). 2009(04)
[10]多模態(tài)話語(yǔ)分析綜合理論框架探索[J]. 張德祿. 中國(guó)外語(yǔ). 2009(01)
碩士論文
[1]多模態(tài)教學(xué)模式在農(nóng)村初中英語(yǔ)詞匯教學(xué)中的應(yīng)用[D]. 肖星.河南大學(xué) 2018
[2]基于多模態(tài)理論的初中英語(yǔ)語(yǔ)法教學(xué)研究[D]. 單皖蘇.南京師范大學(xué) 2018
[3]自我調(diào)節(jié)學(xué)習(xí)策略和自我效能的關(guān)系及其對(duì)大學(xué)生英語(yǔ)學(xué)習(xí)的影響研究[D]. 季歡欣.成都理工大學(xué) 2013
[4]中學(xué)英語(yǔ)教學(xué)的建構(gòu)主義思考[D]. 葛春霞.湖南師范大學(xué) 2011
[5]論建構(gòu)主義學(xué)習(xí)理論下的中學(xué)英語(yǔ)課堂互動(dòng)[D]. 秦燦.華中師范大學(xué) 2005
本文編號(hào)：3708767
【文章頁(yè)數(shù)】：119 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
ABSTRACT
摘要
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Research Questions
1.4 Research Methods
1.5 Structure of the Thesis
Chapter Two Literature Review
2.1 A Review of Senior High School English Grammar Teaching
2.1.1 Demands of the New English Curriculum Standards
2.1.2 The Current Situation of Senior High School English Grammar Teaching
2.2 A Review of Researches on Multimodal Discourse Theory at Home and Abroad
2.2.1 A Review of Studies on Multimodal Discourse Abroad
2.2.2 A Review of Studies on Multimodal Discourse at Home
2.3 A Review of Studies on Multimodal Teaching at Home and Abroad
2.3.1 A Review of Studies on Multimodal Teaching Abroad
2.3.2 A Review of Studies on Multimodal Teaching at Home
2.4 A Review of Researches on the Application of Multimodal Teaching in English Grammar Teaching
Chapter Three Theoretical Framework
3.1 Multimodal Discourse Theory
3.1.1 Definition of Multimodal and Multimodal Discourse
3.1.2 The Main Thoughts of Multimodal Discourse Theory
3.2 Constructivist Learning Theory
3.2.1 Definition of Constructivist Learning Theory
3.2.2 The Main Thoughts of Constructivist Learning Theory
3.3 Multimodal Grammar Teaching Mode
Chapter Four Research Design
4.1 Research Hypothesis
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaires
4.3.2 Tests
4.3.3 Interview
4.3.4 SPSS20.0
4.4 Research Procedures
4.4.1 Controlling External Variables
4.4.2 Time Allocation
4.4.3 Experiment Procedure
4.5 An Experimental Case of Multimodal Grammar Teaching in EC
4.5.1 Teaching Material and Analysis
4.5.2 Teaching Procedure
Chapter Five Data Analysis and Discussion
5.1 Analysis of the Questionnaires
5.1.1 Pre-questionnaire in EC and CC
5.1.2 Post-questionnaire in EC
5.2 An Analysis of the Interview
5.3 Analysis of the Tests
5.3.1 Data Analysis of Pre-test in EC and CC
5.3.2 Data Analysis of Post-test in EC and CC
5.3.3 A Comparison of Pre-test and Post-test in EC
5.3.4 A Comparison of Pre-test and Post-test in CC
5.3.5 A Comparison of Pre-test and Delayed-test in EC
5.3.6 A Comparison of Pre-test and Delayed-test in CC
5.3.7 A Comparison of Three Tests Between EC and CC
5.4 Summary
Chapter Six Conclusion
6.1 Major Findings
6.2 Educational Implications
6.3 Limitations of the Study
6.4 Suggestions for Future Researches
Bibliography
Appendixes
Appendix Ⅰ Pre-questionnaire
Appendix Ⅱ Post-questionnaire
Appendix Ⅲ Interview
Appendix Ⅳ Test Paper for Pre-test
Appendix Ⅴ Test Paper for Post-test
Appendix Ⅵ Test Paper for Delayed-test
Appendix Ⅶ Students’Scores of Test Paper
【參考文獻(xiàn)】：
期刊論文
[1]自我效能感理論綜述[J]. 易靚. 佳木斯職業(yè)學(xué)院學(xué)報(bào). 2017(09)
[2]自我效能感理論對(duì)中學(xué)英語(yǔ)教學(xué)的啟示[J]. 魏姣起. 亞太教育. 2015(27)
[3]建構(gòu)主義學(xué)習(xí)理論視角下中學(xué)英語(yǔ)教學(xué)情境的創(chuàng)設(shè)[J]. 李小龍. 湖北函授大學(xué)學(xué)報(bào). 2013(11)
[4]多模態(tài)視閾下的大學(xué)英語(yǔ)語(yǔ)法教學(xué)模式探究[J]. 楊萌. 語(yǔ)文學(xué)刊(外語(yǔ)教育教學(xué)). 2012(10)
[5]多模態(tài)話語(yǔ)課件在外語(yǔ)語(yǔ)法教學(xué)中的實(shí)證研究[J]. 張維,劉曉斌,周榕. 現(xiàn)代教育技術(shù). 2012(06)
[6]多模態(tài)PPT演示教學(xué)與學(xué)生學(xué)習(xí)績(jī)效的相關(guān)性研究[J]. 張征. 中國(guó)外語(yǔ). 2010(03)
[7]多模態(tài)外語(yǔ)教學(xué)的設(shè)計(jì)與模態(tài)調(diào)用初探[J]. 張德祿. 中國(guó)外語(yǔ). 2010(03)
[8]多模態(tài)話語(yǔ)模態(tài)的協(xié)同及在外語(yǔ)教學(xué)中的體現(xiàn)[J]. 張德祿,王璐. 外語(yǔ)學(xué)刊. 2010(02)
[9]多模態(tài)話語(yǔ)理論與媒體技術(shù)在外語(yǔ)教學(xué)中的應(yīng)用[J]. 張德祿. 外語(yǔ)教學(xué). 2009(04)
[10]多模態(tài)話語(yǔ)分析綜合理論框架探索[J]. 張德祿. 中國(guó)外語(yǔ). 2009(01)
碩士論文
[1]多模態(tài)教學(xué)模式在農(nóng)村初中英語(yǔ)詞匯教學(xué)中的應(yīng)用[D]. 肖星.河南大學(xué) 2018
[2]基于多模態(tài)理論的初中英語(yǔ)語(yǔ)法教學(xué)研究[D]. 單皖蘇.南京師范大學(xué) 2018
[3]自我調(diào)節(jié)學(xué)習(xí)策略和自我效能的關(guān)系及其對(duì)大學(xué)生英語(yǔ)學(xué)習(xí)的影響研究[D]. 季歡欣.成都理工大學(xué) 2013
[4]中學(xué)英語(yǔ)教學(xué)的建構(gòu)主義思考[D]. 葛春霞.湖南師范大學(xué) 2011
[5]論建構(gòu)主義學(xué)習(xí)理論下的中學(xué)英語(yǔ)課堂互動(dòng)[D]. 秦燦.華中師范大學(xué) 2005
本文編號(hào)：3708767
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