隨著教育信息技術(shù)的發(fā)展,在外語教學(xué)中運(yùn)用多模態(tài)手段逐漸成為一種大趨勢。多模態(tài)PPT集文字、圖像、視頻、動畫、聲音于一體,信息載體融多樣性、集成性與數(shù)字化于一身,已經(jīng)被廣泛應(yīng)用于中學(xué)課堂教學(xué),且日益受到師生們的重視。態(tài)度作為影響外語學(xué)習(xí)的重要因素,對外語學(xué)習(xí)發(fā)揮著不可替代的作用。義務(wù)教育英語課程標(biāo)準(zhǔn)(2011版)也指出:“保持積極的學(xué)習(xí)態(tài)度是英語學(xué)習(xí)成功的關(guān)鍵�！北疚闹攸c(diǎn)關(guān)注多模態(tài)PPT輔助教學(xué)下學(xué)生的英語學(xué)習(xí)態(tài)度,了解當(dāng)下學(xué)生英語學(xué)習(xí)態(tài)度的情況及其存在的問題,以期為培養(yǎng)學(xué)生形成積極的學(xué)習(xí)態(tài)度提供可借鑒之法。本研究以多模態(tài)話語分析和學(xué)習(xí)態(tài)度理論為基礎(chǔ),旨在探究多模態(tài)PPT輔助教學(xué)下初中生的英語學(xué)習(xí)態(tài)度,并依據(jù)陶德清教授(2001)對學(xué)習(xí)態(tài)度的定義從情感體驗(yàn)、認(rèn)知水平、行為傾向三個維度上對學(xué)生的英語學(xué)習(xí)態(tài)度進(jìn)行分析。并以呼和浩特市X中學(xué)初二年級的四個班及其任課教師為研究對象,采用定量與定性相結(jié)合的研究方法,通過問卷調(diào)查、課堂觀察、訪談以及PPT樣本分析對以下問題進(jìn)行探討:1.多模態(tài)PPT輔助教學(xué)下,初中生英語學(xué)習(xí)態(tài)度的整體情況如何?2.不同英語水平學(xué)生的英語學(xué)習(xí)態(tài)度的差異體現(xiàn)在哪些方面?3...

【文章頁數(shù)】：105 頁

【學(xué)位級別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter I Introduction
    1.1 The Background of Research
    1.2 The Purpose and Significance of the Study
        1.2.1 The Purpose of the Study
        1.2.2 The Significance of the Study
    1.3 Structure of the Thesis
Chapter II Literature Review
    2.1 Definition of Key Terms
        2.1.1 Learning Attitude
        2.1.2 English Learning Attitude
        2.1.3 PPT and Multimodal PPT
        2.1.4 Multimodal PPT Assisted Teaching
    2.2 Theoretical Framework
        2.2.1 Multimodal Discourse Analysis Theory
        2.2.2 ABC Model of Attitudes
    2.3 Relevant Studies on English Learning Attitude at Home and Abroad
        2.3.1 Relevant Studies on English Learning Attitude Abroad
        2.3.2 Relevant Studies on English Learning Attitude at Home
    2.4 Relevant Studies on Multimodal PPT Teaching at Home and Abroad
        2.4.1 Relevant Studies on Multimodal PPT Teaching Abroad
        2.4.2 Relevant Studies on Multimodal PPT Teaching at Home
    2.5 Relevant Studies on Multimodal PPT and Learning Attitude at Home and Abroad
        2.5.1 Relevant Studies on Multimodal PPT and Learning Attitude Abroad
        2.5.2 Relevant Studies on Multimodal PPT and Learning Attitude at Home
Chapter III Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Classroom Observation
        3.3.3 Interview
        3.3.4 PPT Samples Analysis
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter IV Results and Discussion
    4.1 The Status Quo of Junior High School Students’ English Learning Attitude
        4.1.1 The Situation of Junior High School Students’ Cognition of English Learning Attitude
        4.1.2 The Situation of Junior High School Students’ Affection of English Learning Attitude
        4.1.3 The Situation of Junior High School Students’ Behavior Tendency of English Learning Attitude
    4.2 Differences in English Learning Attitude Between High-score Group and Low-score Group
        4.2.1 Differences in Cognition Between High-score Group and Low-score Group
        4.2.2 Differences in Affection Between High-score Group and Low-score Group
        4.2.3 Differences in Behavior Between High-score Group and Low-scoreGroup
    4.3 Influence of Multimodal PPT Assisted Teaching on English Learning Attitudeof Junior High School Students
        4.3.1 Modality Collocation
        4.3.2 The Operation of Multimodal PPT
        4.3.3 Students’Affection Tendency
        4.3.4 Students’Behavior Tendency
Chapter V Conclusion
    5.1 Major Findings
    5.2 Implications of the Research
    5.3 Limitations and Prospects for Future Study
References
Appendix1 Questionnaire
Appendix2 Classroom Observation Table
Appendix3 Interview for Teachers
Appendix4 Interview for Students
Appendix5 Multimodal PPT Samples
Appendix6 Scores of Students
Acknowledgements



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