本文關(guān)鍵詞：初中英語多模態(tài)聽力教學(xué)的實(shí)證研究　出處：《重慶師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 初中英語聽力 多模態(tài)理論 多模態(tài)教學(xué) 教學(xué)效果

【摘要】：英語學(xué)習(xí)和英語交際的四項(xiàng)技能——聽、說、讀、寫中,“聽”被列于四項(xiàng)技能之首,它是語言輸入的第一過程,一名初學(xué)者要想真正的掌握一門外語,必須盡快提高自己聽的能力,因?yàn)橹挥新犆靼?聽懂才能說的清楚,讀的順暢,寫的準(zhǔn)確。2011版英語新課標(biāo)對初中生五級聽力目標(biāo)分別提出了具體要求。然而在實(shí)際的初中英語教學(xué)中,英語聽力教學(xué)有很多問題,被認(rèn)為是教學(xué)中的薄弱環(huán)節(jié),許多教師不大重視聽力教學(xué),其授課方式也比較枯燥乏味,仍然只會(huì)采取以聽覺模態(tài)為主的傳統(tǒng)化教學(xué)模式。改革目前的初中英語聽力教學(xué)現(xiàn)狀迫在眉睫。自20世紀(jì)90年代西方各國的研究者們將多模態(tài)理論應(yīng)用到教學(xué)領(lǐng)域后,就出現(xiàn)了多模態(tài)教學(xué),并且效果顯著。目前,國內(nèi)將多模態(tài)理論應(yīng)用到英語教學(xué)的研究不少,但大多都是關(guān)于大學(xué)英語教學(xué),對于初中教育研究較少。本文研究正是基于以上的背景,探討如何將多模態(tài)理論應(yīng)用到初中英語聽力教學(xué)中。筆者借鑒國內(nèi)外關(guān)于多模態(tài)理論的豐碩成果和最新理論,立足于課堂實(shí)際教學(xué),構(gòu)想“多模態(tài)聽力教學(xué)”的教學(xué)方法;探討什么是多模態(tài)教學(xué),怎樣將多模態(tài)理論應(yīng)用到初中英語聽力教學(xué)以及教學(xué)效果怎樣的問題。筆者首先詳細(xì)分析了人教版新課標(biāo)初中英語七年級上冊中兩個(gè)單元的聽力內(nèi)容,具體設(shè)計(jì)了“多模態(tài)聽力”教學(xué)案例。然后經(jīng)過課堂具體教學(xué)實(shí)踐后,對教師和學(xué)生進(jìn)行了有關(guān)多模態(tài)聽力教學(xué)的問卷調(diào)查。問卷調(diào)查結(jié)果顯示采用多模態(tài)聽力教學(xué)時(shí)能更加直觀地呈現(xiàn)教學(xué)內(nèi)容,能緩解學(xué)生聽力過程中的焦慮情緒,激發(fā)學(xué)生的學(xué)習(xí)興趣,可以真正提高學(xué)生的聽力水平,提升他們的語言綜合運(yùn)用能力。
[Abstract]:The four skills of English learning and English communication -- listen, say, read, write, "listen" to be on the four skills first, it is the first process of language input, a beginner to master a foreign language, must improve their listening ability as soon as possible, because only listen to understand, understand can say clearly, read smoothly, put forward specific requirements in the new curriculum standard and accurate.2011 version written in English for junior high school students of grade five hearing target respectively. However in the practical English Teaching in junior middle school, English listening teaching has a lot of problems, is considered to be the weak link in teaching, many teachers pay little attention to the listening teaching. Teaching methods are dull, still will only take the traditional teaching mode with the auditory mode mainly. The imminent reform of the current junior high school English teaching situation. Since the 1990s study in western countries are multi modal theory Applied to the field of teaching, appeared in the multimodal teaching, and the effect is significant. At present, the domestic multi modal theory is applied to a lot of research on English teaching, but most of them are about College English Teaching for junior middle school education research. This paper is based on the above background, to explore how multi modal theory is applied to English Listening Teaching in junior high school. Based on the fruitful results of the multi-modal theory at home and abroad and the latest theory, based on the practice of classroom teaching, the teaching method on "multimodal listening teaching"; to explore what is the multimodal teaching, how to make the multi modal theory is applied to English Listening Teaching in junior middle school and the teaching effect about the problems. The author analyses the listening content two units to teach new curriculum of junior middle school English in grade seven, the specific design of "multimodal listening" teaching cases and then. After the classroom teaching practice, conducted a questionnaire survey on the multimodal listening teaching for teachers and students. The survey results show that multi modal listening teaching can be more intuitive to the presentation of teaching content, can alleviate the anxiety of the students in the listening process, stimulate students' interest in learning, can really improve the students' listening level. To enhance their comprehensive ability of using language.

【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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