多模态教学模式在高中英语语法教学中的应用
发布时间：2022-12-04 18:23
语法教学肩负着培养学生运用语言能力的任务。然而传统语法教学存在一些弊端,致使学生的语法学习效果不令人满意。因此,有必要探索新的语法教学模式,提高语法教学质量,以促进学生综合语言运用能力的发展。随着信息技术的快速发展,多模态理论应运而生。自从1996年新伦敦小组提出把多模态理论应用于语言教学之中以来,多模态教学已经受到了国内外众多专家学者的重视,并出现了研究热潮。他们从不同学段（大学,中学,小学）和语言教学的不同方面（听力,口语,阅读,写作等）进行多模态教学研究,并取得了一定成果,而从高中英语语法教学的视角研究的为数不多。因此,本论文着眼于此,旨在论证多模态语法教学模式在高中英语语法教学中的可行性和有效性。作者设计了如下问题:1.多模态语法教学模式如何影响高中生的课堂表现?2.多模态语法教学模式如何影响高中生语法学习的自我效能?3.多模态语法教学模式如何影响高中生的语法成绩?本研究选取了淮阳中学高一两个平行班总共101名学生作为研究对象。一个班为实验班,实行多模态语法教学;另一个班为控制班,实行传统语法教学。研究历时三个月。实验前,经过前测,结果得出两班学生语法水平基本相同。实验中采用了...
【文章页数】：119 页
【学位级别】：硕士
【文章目录】：
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
【参考文献】：
期刊论文
[1]自我效能感理论综述[J]. 易靓. 佳木斯职业学院学报. 2017(09)
[2]自我效能感理论对中学英语教学的启示[J]. 魏姣起. 亚太教育. 2015(27)
[3]建构主义学习理论视角下中学英语教学情境的创设[J]. 李小龙. 湖北函授大学学报. 2013(11)
[4]多模态视阈下的大学英语语法教学模式探究[J]. 杨萌. 语文学刊(外语教育教学). 2012(10)
[5]多模态话语课件在外语语法教学中的实证研究[J]. 张维,刘晓斌,周榕. 现代教育技术. 2012(06)
[6]多模态PPT演示教学与学生学习绩效的相关性研究[J]. 张征. 中国外语. 2010(03)
[7]多模态外语教学的设计与模态调用初探[J]. 张德禄. 中国外语. 2010(03)
[8]多模态话语模态的协同及在外语教学中的体现[J]. 张德禄,王璐. 外语学刊. 2010(02)
[9]多模态话语理论与媒体技术在外语教学中的应用[J]. 张德禄. 外语教学. 2009(04)
[10]多模态话语分析综合理论框架探索[J]. 张德禄. 中国外语. 2009(01)
硕士论文
[1]多模态教学模式在农村初中英语词汇教学中的应用[D]. 肖星.河南大学 2018
[2]基于多模态理论的初中英语语法教学研究[D]. 单皖苏.南京师范大学 2018
[3]自我调节学习策略和自我效能的关系及其对大学生英语学习的影响研究[D]. 季欢欣.成都理工大学 2013
[4]中学英语教学的建构主义思考[D]. 葛春霞.湖南师范大学 2011
[5]论建构主义学习理论下的中学英语课堂互动[D]. 秦灿.华中师范大学 2005
本文编号：3708767
【文章页数】：119 页
【学位级别】：硕士
【文章目录】：
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
【参考文献】：
期刊论文
[1]自我效能感理论综述[J]. 易靓. 佳木斯职业学院学报. 2017(09)
[2]自我效能感理论对中学英语教学的启示[J]. 魏姣起. 亚太教育. 2015(27)
[3]建构主义学习理论视角下中学英语教学情境的创设[J]. 李小龙. 湖北函授大学学报. 2013(11)
[4]多模态视阈下的大学英语语法教学模式探究[J]. 杨萌. 语文学刊(外语教育教学). 2012(10)
[5]多模态话语课件在外语语法教学中的实证研究[J]. 张维,刘晓斌,周榕. 现代教育技术. 2012(06)
[6]多模态PPT演示教学与学生学习绩效的相关性研究[J]. 张征. 中国外语. 2010(03)
[7]多模态外语教学的设计与模态调用初探[J]. 张德禄. 中国外语. 2010(03)
[8]多模态话语模态的协同及在外语教学中的体现[J]. 张德禄,王璐. 外语学刊. 2010(02)
[9]多模态话语理论与媒体技术在外语教学中的应用[J]. 张德禄. 外语教学. 2009(04)
[10]多模态话语分析综合理论框架探索[J]. 张德禄. 中国外语. 2009(01)
硕士论文
[1]多模态教学模式在农村初中英语词汇教学中的应用[D]. 肖星.河南大学 2018
[2]基于多模态理论的初中英语语法教学研究[D]. 单皖苏.南京师范大学 2018
[3]自我调节学习策略和自我效能的关系及其对大学生英语学习的影响研究[D]. 季欢欣.成都理工大学 2013
[4]中学英语教学的建构主义思考[D]. 葛春霞.湖南师范大学 2011
[5]论建构主义学习理论下的中学英语课堂互动[D]. 秦灿.华中师范大学 2005
本文编号：3708767
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