發(fā)布時(shí)間：2024-07-09 00:08

　　如今,網(wǎng)絡(luò)信息技術(shù)的飛速發(fā)展給社會(huì)帶來了方方面面的巨大變化。在這個(gè)信息時(shí)代,閱讀在英語教學(xué)中越來越重要。多模態(tài)教學(xué)模式,作為一種根據(jù)情景的變化適當(dāng)調(diào)用多種教態(tài)模式,將與教學(xué)內(nèi)容相關(guān)的資料有效的結(jié)合起來,綜合調(diào)動(dòng)學(xué)生的聽覺、視覺等感覺系統(tǒng),積極構(gòu)建意義,分析語篇的教學(xué)模式,將其運(yùn)用到英語閱讀教學(xué)中,解決了現(xiàn)有初中英語閱讀教學(xué)中存在的一些問題,提供給教師和學(xué)生一種新的課堂溝通模式。本研究擬運(yùn)用行動(dòng)研究的方法,以多模態(tài)話語分析為理論基礎(chǔ),試圖將多模態(tài)教學(xué)模式應(yīng)用于英語閱讀的教學(xué)中,本次行動(dòng)研究主要解決以下三個(gè)問題:1、運(yùn)用多模態(tài)閱讀的教學(xué)模式后,學(xué)生對(duì)學(xué)習(xí)英語閱讀的態(tài)度有哪些變化?2、多模態(tài)教學(xué)對(duì)學(xué)生閱讀能力的影響是什么?3、多模態(tài)教學(xué)實(shí)施后,對(duì)教師的教學(xué)有哪些影響?針對(duì)以上研究問題,本研究以沈陽(yáng)翟家學(xué)校八年級(jí)兩個(gè)班80名學(xué)生為研究對(duì)象。整個(gè)研究過程包含兩輪行動(dòng)研究,共歷經(jīng)一學(xué)期,所使用教材選自上海教育出版社出版的《八年級(jí)學(xué)生用書》。每一輪行動(dòng)研究均遵循“提出問題”“制定研究計(jì)劃”“實(shí)施研究計(jì)劃”“反思與評(píng)價(jià)”的步驟。在本次研究過程當(dāng)中,教師充分利用多媒體教學(xué)課件以及多項(xiàng)課堂活動(dòng)進(jìn)行教學(xué),充...

【文章頁(yè)數(shù)】：93 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Introduction to Multimodality and Multimodal Teaching Approach
        2.1.1 Definitions of Modality and Multimodality
        2.1.2 Characteristics of Multimodal teaching Approach
        2.1.3 The Theoretical Basis
    2.2 Action Research
        2.2.1 The Definition of Action Research
        2.2.2 The Features of Action Research
        2.2.3 The Procedure of Action Research
    2.3 English Reading Teaching
        2.3.1 Definition and Content of English Reading Teaching
        2.3.2 Models of English Reading Teaching
    2.4 Related Studies on Multimodal Teaching Abroad and at Home
        2.4.1 Studies Abroad
        2.4.2 Studies at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Observation
        3.3.2 Questionnaires
        3.3.3 Interview
        3.3.4 Tests
Chapter4 The first-round Action Research
    4.1 Identifying Problems
    4.2 Making the Action Plans
    4.3 Implementing the Action Plans
    4.4 Reflection and Evaluation
        4.4.1 Analysis of the Result of the Observation
        4.4.2 Analysis of the Result of the Interview for Students
    4.5 Summary
        4.5.1 Major Achievements
        4.5.2 Major Problem
Chapter5 The Second-round Action Research
    5.1 Identifying Problems
    5.2 Adjustment and modification of the Action Research
    5.3 Implementing the Action Plan
    5.4 Reflection and Evaluation
        5.4.1 Analysis of the Result of the Questionnaire
        5.4.2 Analysis of the Result of Tests
        5.4.3 Analysis of the Result of the Interview for Teachers
    5.5 Summary
        5.5.1 Major Achievements
        5.5.2 Major Problems
    5.6 Discussion of Research Questions
        5.6.1 Discussion on students’attitudes towards English reading learningafter the application of multimodal teaching approach
        5.6.2 Discussion on the effects of multimodal teaching approach on students’reading abilities
        5.6.3 Discussion on the impacts of teacher after the implementation ofmulti-mode teaching
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Implication
        6.2.1 Implications for Teachers
        6.2.2 Implications for Students
    6.3 Limitations of the Study
    6.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E



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