語法教學(xué)肩負(fù)著培養(yǎng)學(xué)生運(yùn)用語言能力的任務(wù)。然而傳統(tǒng)語法教學(xué)存在一些弊端,致使學(xué)生的語法學(xué)習(xí)效果不令人滿意。因此,有必要探索新的語法教學(xué)模式,提高語法教學(xué)質(zhì)量,以促進(jìn)學(xué)生綜合語言運(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)用于語言教學(xué)之中以來,多模態(tài)教學(xué)已經(jīng)受到了國內(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)）和語言教學(xué)的不同方面（聽力,口語,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,而從高中英語語法教學(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)語法教學(xué)模式在高中英語語法教學(xué)中的可行性和有效性。作者設(shè)計(jì)了如下問題:1.多模態(tài)語法教學(xué)模式如何影響高中生的課堂表現(xiàn)?2.多模態(tài)語法教學(xué)模式如何影響高中生語法學(xué)習(xí)的自我效能?3.多模態(tài)語法教學(xué)模式如何影響高中生的語法成績?本研究選取了淮陽中學(xué)高一兩個(gè)平行班總共101名學(xué)生作為研究對象。一個(gè)班為實(shí)驗(yàn)班,實(shí)行多模態(tài)語法教學(xué);另一個(gè)班為控制班,實(shí)行傳統(tǒng)語法教學(xué)。研究歷時(shí)三個(gè)月。實(shí)驗(yàn)前,經(jīng)過前測,結(jié)果得出兩班學(xué)生語法水平基本相同。實(shí)驗(yàn)中采用了... 

【文章頁數(shù)】：119 頁

【學(xué)位級別】：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


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碩士論文
[1]多模態(tài)教學(xué)模式在農(nóng)村初中英語詞匯教學(xué)中的應(yīng)用[D]. 肖星.河南大學(xué) 2018
[2]基于多模態(tài)理論的初中英語語法教學(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)系及其對大學(xué)生英語學(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)英語課堂互動(dòng)[D]. 秦燦.華中師范大學(xué) 2005



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