多模态信息输入与高中英语写作教学研究

发布时间：2018-04-23 23:26

本文选题：多模态 + 信息输入　；参考：《重庆师范大学》2017年硕士论文

【摘要】：英语写作是语言学习当中重要且复杂的输出过程,能检验学生的英语综合水平。因此,培养学生的英语写作能力是英语教学的重要目的之一。传统的英语写作教学模式存在一定的局限性,教学过程相对枯燥,学生的学习效果也有待提高。而西方的研究者们开始把语言符号以及非语言符号(如动作、姿势、表情、教学设备等符号系统)纳入了话语分析的范畴,拓宽了话语分析的研究手段。因此形成了一种全新的话语分析方法—多模态话语分析。在国内外多模态话语研究蓬勃发展以及中学新课改的大环境下英语教学急需改进,语言教学不再是单纯的教授语言知识,而还要培养学生的综合语言能力素质,理解文化的同时又要深化语言的学习,使学生能拓展写作思维,从而提升写作能力。基于此,本文立足课堂教学,探讨如何设计多模态信息输入教学,如何将其运用到实际课堂教学当中,并调查其教学效果。本研究主要采用问卷调查法。通过课例分析来构建高中英语多模态信息输入的教学方式,再通过在高中进行具体的课堂教学实践,以及对教师学生对多模态信息输入教学方式的看法进行问卷调查。通过分析,对本研究的理论构想的可行性和有效性进行检验,为理论构想提供现实依据,以此证明该教学方法的有效性和优越性。研究发现,该教学方法能够刺激学生的多种感官,激发学生的学习兴趣,加深对知识的印象,减轻认知负荷,使课堂氛围更加轻松活跃,提高学生参与课堂活动的积极主动性。同时,还能给学生提供多角度的观察和思考的方式,学生能够通过教师准备的课件了解更多的知识,让学生能更直观地了解异国文化,从而提高语言文化意识,促进多元化意识的提升。
[Abstract]:English writing is an important and complex output process in language learning, which can test students' English comprehensive level. Therefore, cultivating students' English writing ability is one of the important purposes of English teaching. The traditional teaching mode of English writing has some limitations, the teaching process is relatively dull, and the students' learning effect needs to be improved. However, the western researchers began to include linguistic symbols and non-verbal symbols (such as action, posture, expression, teaching equipment and other symbolic systems) into the category of discourse analysis, which broadened the research methods of discourse analysis. Therefore, a new method of discourse analysis, multimodal discourse analysis, has been developed. In the context of the vigorous development of multi-modal discourse research at home and abroad and the new curriculum reform in middle schools, English teaching is in urgent need of improvement. Language teaching is no longer simply teaching language knowledge, but also developing students' comprehensive language competence. While understanding culture, it is necessary to deepen language learning so that students can expand their writing thinking and improve their writing ability. Based on this, this paper discusses how to design multi-modal information input teaching, how to apply it to practical classroom teaching, and how to investigate its teaching effect based on classroom teaching. This research mainly adopts the questionnaire method. This paper constructs the teaching method of English multi-modal information input in senior high school through case analysis, and then carries on the concrete classroom teaching practice in the senior high school, and carries on the questionnaire survey to the teacher student's view to the multi-modal information input teaching way. Through the analysis, the feasibility and validity of the theoretical conception of this study are tested, and the practical basis for the theoretical conception is provided to prove the effectiveness and superiority of the teaching method. It is found that this teaching method can stimulate students' various senses, stimulate their interest in learning, deepen their impression of knowledge, lighten their cognitive load, make the classroom atmosphere more relaxed and active, and enhance students' active participation in classroom activities. At the same time, it can also provide students with a multi-angle way of observation and thinking. Students can learn more knowledge through the courseware prepared by teachers, so that students can understand foreign cultures more intuitively, thus raising the awareness of language and culture. To promote the promotion of diversity consciousness.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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