初中英语课多模态PPT的分析研究
发布时间：2018-08-11 18:12
【摘要】：多模态话语分析是近十年外语研究领域里非常热门的话题,其理论基础为Halliday的系统功能语言学。随着科学技术和教学实践的发展,多模态话语分析开始与多媒体教学相结合。多媒体教学是当今英语课堂教学中的重要教学方式,尤其是以PPT的使用最为广泛,多模态的介入可以为英语PPT的设计和应用提供新的思想,注入新的活力。多模态PPT主要通过各种符号资源的相互作用来实现意义,它将文本、声音、图片、音频和视频等符号资源与语言教学相结合,符合学生学习的特点,可以吸引学生对来自多个渠道的信息的注意,增强语言输入,在一定程度上能提高教学效果。如何设计出高质量的多模态PPT,发挥PPT的优势以培养学生的综合语言运用能力,一直以来都是众多英语教师所关心的问题。本文旨在了解多模态PPT在英语课堂中实际应用的现状,归纳多模态PPT的类型,探讨其有效性以及存在的问题,从而为多模态PPT的设计和应用提供可行性的建议。本文以多模态话语分析理论、建构主义理论和输入强化理论为基础,主要采用样本分析法、课堂观察法和访谈法,对收集的30份多模态PPT进行统计分析。根据数据统计结果,本文将多模态PPT从语篇类型和模态类型两个角度进行分类。在语篇类型方面,多模态PPT主要分为提示型、直观型、分析型和劝诱型。根据PPT中使用的模态,多模态PPT主要分为视觉模态和听觉模态,视觉模态包括文本模态、图片模态、图片+文本模态和图表模态,听觉模态包括课文录音模态、音乐模态和PPT效果音模态。通过分析样本、课堂观察以及访谈,本文又从多模态PPT的有效性、存在的问题两个方面进行探讨。从有效性方面来看,多模态PPT可以刺激学生感官,提高学生的主动性和积极性;多模态PPT具有图、文、声、像俱全的特征,有助于创建语言教学的情境;多模态PPT还可以通过各种方式增加呈现信息被感知和注意的可能性,提高信息输入的质量。多模态PPT在制作和应用过程中存在的问题主要有三个:模态类型较单一,主要以视觉模态为主,听觉模态占得比重较小;教师制作多模态PPT时,图片、文本、音乐等素材的选择来源比较窄,素材质量有待提高;有些PPT的文本编排、颜色搭配、背景设置等不合理,细节错误较多。最后,本文对多模态PPT的设计和应用提出了相应的建议。首先,注意多种模态的协调,教师要综合考虑教学内容和学生实际情况选择合适的模态,同时尽量避免单一模态应用过多和模态变化过多两种极端。在素材选择方面,选择素材的渠道应该多样化,同时注意素材在教学应用中的准确性。在PPT的制作和设计方面,从文本编排、颜色搭配、背景设置三个方面提出了建议,并且建议教师要提高自身的多媒体技术,掌握PPT的制作技能。
[Abstract]:Multimodal discourse analysis is a hot topic in the field of foreign language research in recent ten years. Its theoretical basis is Halliday's systemic functional linguistics. With the development of science and technology and teaching practice, multi-modal discourse analysis has been combined with multi-media teaching. Multimedia teaching is an important teaching method in English classroom teaching nowadays, especially PPT is widely used, multi-modal intervention can provide new ideas and inject new vitality for the design and application of English PPT. Multi-modal PPT realizes meaning mainly through the interaction of various symbol resources. It combines the symbol resources such as text, sound, picture, audio and video with language teaching, and conforms to the characteristics of students' learning. It can attract students' attention to information from multiple channels, enhance language input, and improve teaching effect to a certain extent. How to design high quality multimodal PPTs and give full play to the advantages of PPT in order to develop students' comprehensive language ability has always been the concern of many English teachers. The purpose of this paper is to understand the present situation of the practical application of multimodal PPT in English classroom, to summarize the types of multimodal PPT, to discuss its validity and problems, and to provide some feasible suggestions for the design and application of multimodal PPT. Based on multi-modal discourse analysis theory, constructivism theory and input reinforcement theory, this paper mainly uses sample analysis, classroom observation and interview to analyze 30 multimodal PPT collected. According to the statistical results, this paper classifies multimodal PPT from two aspects: text type and modal type. In terms of discourse types, multimodal PPT can be divided into three types: hint type, visual type, analytical type and inductive type. According to the modes used in PPT, multi-modal PPT is mainly divided into visual mode and auditory mode, visual mode includes text mode, picture text mode and chart mode, auditory mode includes text recording mode. Music mode and PPT effect mode. By analyzing samples, classroom observation and interviews, this paper discusses the effectiveness and problems of multimodal PPT. From the aspect of validity, multi-modal PPT can stimulate students' senses and improve students' initiative and enthusiasm, multimodal PPT has the characteristics of graph, text, sound and image, which is helpful to create language teaching situation. Multimodal PPT can improve the quality of information input by increasing the possibility of information perception and attention. There are three main problems in the production and application of multimodal PPT: single mode type, mainly visual mode, small proportion of auditory mode, teachers making multi-modal PPT, pictures, text, The selection of music and other materials is relatively narrow, the material quality needs to be improved; some PPT text arrangement, color collocation, background settings and other unreasonable, detailed errors. Finally, this paper gives some suggestions on the design and application of multimodal PPT. First of all, pay attention to the coordination of multiple modes, teachers should consider the teaching content and the actual situation of students to choose the appropriate mode, and try to avoid the single mode too much and modal changes too many extremes. In the aspect of material selection, the channel of material selection should be diversified, and the accuracy of material in teaching application should be paid attention to at the same time. In the aspect of making and designing of PPT, some suggestions are put forward from three aspects: text arrangement, color collocation and background setting. It is also suggested that teachers should improve their multimedia technology and master the skills of making PPT.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41;G434
本文编号：2177822
[Abstract]:Multimodal discourse analysis is a hot topic in the field of foreign language research in recent ten years. Its theoretical basis is Halliday's systemic functional linguistics. With the development of science and technology and teaching practice, multi-modal discourse analysis has been combined with multi-media teaching. Multimedia teaching is an important teaching method in English classroom teaching nowadays, especially PPT is widely used, multi-modal intervention can provide new ideas and inject new vitality for the design and application of English PPT. Multi-modal PPT realizes meaning mainly through the interaction of various symbol resources. It combines the symbol resources such as text, sound, picture, audio and video with language teaching, and conforms to the characteristics of students' learning. It can attract students' attention to information from multiple channels, enhance language input, and improve teaching effect to a certain extent. How to design high quality multimodal PPTs and give full play to the advantages of PPT in order to develop students' comprehensive language ability has always been the concern of many English teachers. The purpose of this paper is to understand the present situation of the practical application of multimodal PPT in English classroom, to summarize the types of multimodal PPT, to discuss its validity and problems, and to provide some feasible suggestions for the design and application of multimodal PPT. Based on multi-modal discourse analysis theory, constructivism theory and input reinforcement theory, this paper mainly uses sample analysis, classroom observation and interview to analyze 30 multimodal PPT collected. According to the statistical results, this paper classifies multimodal PPT from two aspects: text type and modal type. In terms of discourse types, multimodal PPT can be divided into three types: hint type, visual type, analytical type and inductive type. According to the modes used in PPT, multi-modal PPT is mainly divided into visual mode and auditory mode, visual mode includes text mode, picture text mode and chart mode, auditory mode includes text recording mode. Music mode and PPT effect mode. By analyzing samples, classroom observation and interviews, this paper discusses the effectiveness and problems of multimodal PPT. From the aspect of validity, multi-modal PPT can stimulate students' senses and improve students' initiative and enthusiasm, multimodal PPT has the characteristics of graph, text, sound and image, which is helpful to create language teaching situation. Multimodal PPT can improve the quality of information input by increasing the possibility of information perception and attention. There are three main problems in the production and application of multimodal PPT: single mode type, mainly visual mode, small proportion of auditory mode, teachers making multi-modal PPT, pictures, text, The selection of music and other materials is relatively narrow, the material quality needs to be improved; some PPT text arrangement, color collocation, background settings and other unreasonable, detailed errors. Finally, this paper gives some suggestions on the design and application of multimodal PPT. First of all, pay attention to the coordination of multiple modes, teachers should consider the teaching content and the actual situation of students to choose the appropriate mode, and try to avoid the single mode too much and modal changes too many extremes. In the aspect of material selection, the channel of material selection should be diversified, and the accuracy of material in teaching application should be paid attention to at the same time. In the aspect of making and designing of PPT, some suggestions are put forward from three aspects: text arrangement, color collocation and background setting. It is also suggested that teachers should improve their multimedia technology and master the skills of making PPT.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41;G434
【参考文献】
相关期刊论文 前10条
1 陈卫兵;;图表教学法在初中英语教学中的实践运用[J];基础外语教育;2015年06期
2 陈仲萍;;多模态PPT演示教学在高中英语课堂的运用——对某市4节同课异构PPT演示课件的多模态分析[J];英语教师;2014年08期
3 张征;;多模态PPT演示教学与学生学习态度的相关性研究[J];外语电化教学;2013年03期
4 莫晓宇;;PPT教学课件的背景类型和制作方法[J];广西政法管理干部学院学报;2012年03期
5 张德禄;李玉香;;多模态课堂话语的模态配合研究[J];外语与外语教学;2012年01期
6 安璐;李子运;;教学PPT背景颜色的眼动实验研究[J];电化教育研究;2012年01期
7 江加宏;;多媒体环境下英语教师PPT教学课件的多模态特征[J];黑河学院学报;2011年05期
8 王振强;;英语课堂教学巧用音视频资料[J];现代中小学教育;2011年02期
9 张征;;多模态PPT演示教学与学生学习绩效的相关性研究[J];中国外语;2010年03期
10 张德禄;;多模态外语教学的设计与模态调用初探[J];中国外语;2010年03期
相关硕士学位论文 前1条
1 夏娟;多模态英语课件设计[D];湖南师范大学;2013年
，本文编号：2177822
本文链接：https://www.wllwen.com/waiyulunwen/yingyulunwen/2177822.html
