多模态辅助支架式教学法在高中英语语法教学中的应用研究

发布时间：2023-03-29 23:05

　　在我国英语教学中,语法教学的重要性一直备受关注,语法教学也是高中英语教学的重要组成部分。当前的高中英语语法教学存在两个不良倾向:偏重语法知识的讲授和片面提倡“淡化”语法教学。这两种语法教学模式既忽视了学生在学习上的主体性也忽视了高中语法教学的重要性。1976年,布鲁纳根据维果茨基的“最近发展区”理论,正式提出了“支架”这一概念。支架本意指用于施工架设在建筑物外部的“脚手架”,后来被引入教育教学领域。支架式教学是指在学生学习过程中,教师通过教学设计,并根据学生实际发展水平和潜在发展水平的差距,给予学生的一种帮助和支持。20世纪90年代,“新伦敦小组”基于多模态话语分析理论提出一种新的教学方法,即“多模态教学”。该方法提倡在教学过程中,教师可以利用多模态刺激学生的多种感官,以提高学生参与教学活动的积极性,强化其记忆,最终促进多元能力的提升。本研究将多模态辅助支架式教学法应用于高中语法教学,既可以利用支架式教学法的优点,调动学生的主观能动性,使其积极参与课堂教学活动,在学生认知建构中,输入更多的直接经验学习,提高学生的自主探究等综合能力,另一方面,多模态的使用可以刺激学生的各种感官,激发学生...

【文章页数】：73 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of this Research
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 English Grammar Teaching History in China
    2.2 Scaffolding Theory
        2.2.1 Introduction of Scaffolding Instruction
        2.2.2 Piaget’s Theory of Constructivism
        2.2.3 Vygotsky’s Zone of Proximal Development
        2.2.4 Studies on Scaffolding Instruction Abroad and at Home
    2.3 Multimodality
        2.3.1 Introduction of Multimodal Pedagogy
        2.3.2 Multimodal Discourse Analysis
        2.3.3 Studies on Multimodality in Education Abroad and at Home
    2.4 Positive Effects of Scaffolding Instruction with Assistance of Multim odalityon Grammar Teaching
Chapter 3 Research Methodology
    3.1 Research Objective and Research Questions
    3.2 Research Subjects
    3.3 Teaching Materials
    3.4 Instruments
        3.4.1 Questionnaires
        3.4.2 Interview
        3.4.3 Grammar Tests
    3.5 Research procedures
        3.5.1 Pre-test and Pre-questionnaire
        3.5.2 Implementation of the Mulrimodal Scaffolding Instruction
        3.5.3 Post-test and Post-questionnaire
    3.6 A Sample Lesson
    3.7 Data Collection
Chapter 4 Results and Discussion
    4.1 Change of Students’ Grammar Achievements
        4.1.1 Students’ Grammar Achievements in Pre-test between EC and CC
        4.1.2 Students’ Grammar Achievements in post-test between EC and CC
        4.1.3 Students’ Grammar Achievements in Pre-test and Post-test in EC
        4.1.4 Students’ Grammar Achievements in Pre-test and Post-test in CC
    4.2 Change of Students’ Attitudes towards Grammar Learning
        4.2.1 Students’ Attitudes before the Experiment
        4.2.2 Students’ Attitudes after the Experiment
    4.3 Discussion
        4.3.1 Effects of Multimodal Scaffolding Instruction on Students’ GrammarLearning Achievements
        4.3.2 Effects of Multim odal Scaffolding Instruction on S tudents’ Attitudestowards Grammar Learning
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixⅣ
AppendixⅤ
AppendixⅥ
Acknowledgements



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