对人教版初中英语教材中多模态资源利用情况的调查研究

发布时间：2018-04-22 06:37

本文选题：人教版初中英语教材 + 多模态资源　；参考：《牡丹江师范学院》2017年硕士论文

【摘要】：随着信息技术和文字处理技术的不断发展,在教材中越来越多的符号参与意义的构建,纸质版的教材中呈现出了显著的多模态特征,这些符号在信息传递的过程中同文字一样起到了重要的作用。随着国外多模态理论的引入,不少学者采用克里斯和凡.勒文的视觉语法以及马丁尼克和萨尔维的图文关系对教材进行多模态分析,探讨教材中的多模态特征以及各个符号资源是如何构建意义的,以期帮助师生更好的理解和使用这些资源。张德禄曾指出“多模态教材是指由多种模态共同组成的教材,包括文字、图画、表格、录音、录像共时或者按一定顺序出现”。人教版初中英语教材中既包括视觉符号也包括听觉符号,是典型的多模态教材。然而,师生作为教材的直接使用者,目前对教材中多模态资源的看法如何?在教和学中会利用到这些资源吗?在利用过程中存在哪些问题?针对这些问题,本文选取了人教版初中英语教材中的视觉资源,包括图片、颜色、字体以及排版为研究内容,对南甸中学的420名学生和21名英语教师做了问卷调查。为了进一步了解现状,调查还结合了访谈和课堂观察。调查发现:1)初三年级学生对教材中多模态设计的整体满意度要高于其它两个年级的学生。但是总的来看,三个年级的学生对教材中多模态资源设置的满意度不高,尤其是图文的搭配方面。大部分学生赞同多模态资源的使用有助于学习,但是他们对教材中多模态资源的意识程度普遍较低。与学生相比,教师对教材中多模态资源设置的评价要高于学生,特别是在图片的设计上。而且,大部分教师同意多模态资源的使用有助于教学。2)所有年级的学生都倾向于借助表格和图形来学习。但是初一年级学生对多模态资源的总体利用情况要略好于其它两个年级。在多模态资源利用过程中,大多数教师更侧重利用图片来引出一个有趣的话题,而其它模态资源的使用则侧重于引起学生的注意或强调重点。此外,教师很少引导学生关注这些模态资源。总的来看,教师对多模态资源的利用和引导不够规范和深入。3)多模态资源利用过程中存在的问题主要有:教师多模态理论知识欠缺,不重视学生多元识读能力的培养,多模态资源利用的程度不够深,只停留在表面;学生对教材中多模态资源设置的满意度低,缺乏教师积极的引导;教材中多模态呈现不明显,资源选择和设置存在缺陷。通过本文研究,希望能引起师生对教材中多模态资源的关注,重视学生多元识读能力的培养。在促进教和学的效率的同时,进一步提高教材利用率。
[Abstract]:With the development of information technology and word processing technology, more and more symbols participate in the construction of meaning in textbooks. These symbols play an important role in the transmission of information as well as in the text. With the introduction of multimodal theory abroad, many scholars adopt Chris and Van. The visual grammar of Levin and the relationship between Martinek and Salvi are used to analyze the multimodal features of the textbook and how to construct the meaning of each symbol resource. In order to help teachers and students better understand and use these resources. Zhang Delu once pointed out that "a multimodal textbook refers to a textbook consisting of a variety of modes, including text, pictures, tables, audio and video recordings, or appearing in a certain order." It is a typical multimodal teaching material, which includes both visual and auditory symbols. However, as the direct users of textbooks, what are the views of teachers and students on the multi-modal resources in the textbooks? Will these resources be used in teaching and learning? What are the problems in the process of utilization? In order to solve these problems, this paper selects the visual resources, including pictures, colors, fonts and typography, from junior middle school English textbooks, and makes a questionnaire survey on 420 students and 21 English teachers in Nandian Middle School. In order to further understand the current situation, the survey also combined interviews and classroom observation. It is found that the overall satisfaction of junior high school students with multimodal design in textbooks is higher than that of the other two grades. But generally speaking, the students in the three grades are not satisfied with the multi-modal resource settings in the textbooks, especially in the collocation of pictures and texts. Most students agree that the use of multimodal resources is helpful to learning, but their awareness of multimodal resources in textbooks is generally low. Compared with the students, the teachers' evaluation of the multi-modal resource settings in the textbooks is higher than that of the students, especially in the design of pictures. Moreover, most teachers agree that the use of multimodal resources helps teaching. 2) students in all grades tend to use tables and graphics to learn. However, the overall utilization of multimodal resources of junior high school students is slightly better than that of the other two grades. In the process of multimodal resource utilization, most teachers focus on using pictures to lead to an interesting topic, while the use of other modal resources focuses on attracting students' attention or emphasizing the emphasis. In addition, teachers rarely lead students to pay attention to these modal resources. In general, teachers' use and guidance of multimodal resources are not standardized and deep. The main problems in the process of using multimodal resources are: teachers' lack of multi-modal theoretical knowledge, and they do not attach importance to the cultivation of students' pluralistic reading ability. The degree of utilization of multi-modal resources is not deep enough, only stay on the surface; students' satisfaction with the multi-modal resource settings in the textbooks is low, lack of active guidance from teachers; the multi-modal in the textbooks is not obvious, and there are defects in the selection and setting of resources. Through the research of this paper, it is hoped that the teachers and students will pay attention to the multi-modal resources in the textbook and pay attention to the cultivation of students' pluralistic reading ability. While promoting the efficiency of teaching and learning, we should further improve the utilization rate of teaching materials.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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