优秀外语微课特征研究

发布时间：2021-09-29 02:26

　　教育信息化背景下,微课已成为一种新型在线教学资源呈现方式,是教和学的重要辅助资源,外语微课研究热潮也随之兴起。本文以两届中国外语微课大赛16个一等奖作品为研究对象,采用多模态分析法、问卷调查、访谈与语料库词频法探究优秀外语微课的特征。首先,本文以张德禄（2009）提出的多模态话语分析理论框架为依据,统计分析16个获奖作品中出现的模态以及模态间的关系,以期发现各种符号资源是如何构建话语意义的;其次,分别运用问卷和访谈两种方法调查外语教师眼中优秀外语微课应具备的特征;最后,运用语料库词频分析法研究大赛评审专家眼中优秀外语微课应具备的特征。研究发现,优质外语微课的多模态分布情况是听觉模态占主导,且听觉模态和视觉模态的关系中互补关系占主导;外语教师和评审专家认为优质外语微课应具备三方面的特征:1)选题。优秀外语微课的选题有趣、独特、范围小且基于学生的学习需求和兴趣;2)教学。教学目标实用且基于学生的接受能力;教学过程完整,结构清晰、富有逻辑;内容丰富、合理、完整、新颖、简洁;讲解语言发音清晰、标准、流畅、语速适中;3)视频制作。视频流畅、生动、稳定、清晰、色彩和谐、没有噪音。本研究可为外语微课... 

【文章来源】：四川外国语大学重庆市

【文章页数】：110 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Acknowledgements
Chapter One Introduction
    1.1 Background of the Research
    1.2 Objectives of the Research
    1.3 Significance of the Research
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Micro-lecture
        2.1.1 Previous Studies at Abroad
        2.1.2 Previous Studies in China
    2.2 Micro-lectures of Foreign Languages
    2.3 Multimodal Discourse Analysis
        2.3.1 Review of Multimodal Discourse Analysis
        2.3.2 Synthetic Theoretical Framework
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 EUDICO Linguistic Annotator
        3.3.2 Questionnaire
        3.3.3 Interview
        3.3.4 Ant Conc
    3.4 Participants
    3.5 Research Procedures
        3.5.1 Annotating the Micro-lectures
        3.5.2 Conducting the Questionnaire
        3.5.3 Conducting the Interview
        3.5.4 Corpus Analysis
Chapter Four Results and Discussion
    4.1 Multimodal Features
        4.1.1 The Annotating Results from the Expression Level
        4.1.2 The Annotating Results from the Content Level
        4.1.3 The Distribution of the Relationships
        4.1.4 Summary
    4.2 Results of Questionnaire
        4.2.1 Teachers’ Individual Information
        4.2.2 Teachers’ Familiarity with the Micro-lectures of Foreign Languages
        4.2.3 The Features of the Excellent Micro-lectures of Foreign Languages in theTeachers’ View
        4.2.4 Summary
    4.3 Results of Interview
        4.3.1 Teacher A
        4.3.2 Teacher B
        4.3.3 Teacher C
        4.3.4 Summary
    4.4 Experts’ Comments
    4.5 Discussion
        4.5.1 Features of the Excellent Micro-lectures of Foreign Languages
        4.5.2 The Way of Creating a High-quality Micro-lecture of ForeignLanguages
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations
    5.4 Further Studies
References
Appendix 1
Appendix 2



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