多模态视角下高中英语课堂机辅教学调查研究

发布时间：2017-12-31 14:22

本文关键词：多模态视角下高中英语课堂机辅教学调查研究　出处：《长春师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：上世纪九十年代,多模态理论研究兴起于西方国家。虽然时间不长,但它的相关理论却已经被广泛地应用于语言教学等诸多领域。而我国关于多模态理论方面的研究相对来说起步比较晚,是进入到新世纪之后才开始的,并且基本都是对各种不同的相应理论进行的引进。近年来我国的多模态理论研究由理论的不断引进,逐渐的开始和一些实践研究相互结合,在很多具体的相关领域当中也开始进行了实际应用。本次论文的研究将多模态理论与计算机辅教学相结合应用到高中英语教学中进行调查研究。本文首先介绍了机辅教学的研究背景和研究意义。然后介绍了多模态及计算机辅助教学理论的相关概念并对多模态理论和计算机辅助教学的国内外研究现状进行梳理和总结。说明了高中英语机辅教学课堂的现状以及计算机辅助教学应用于高中英语课堂的主要问题。基于以上提到的现状,笔者针对高中英语课堂机辅教学进行了调查研究。在调查过程中,笔者通过教学观察与调查问卷及访谈验证了多模态视角下高中英语计算机辅助教学的可行性和有效性及其优缺点和学生与教师对此的看法。并针对从课堂观察得出的问题进行了分析以及更深入的调查。本文着重研究两个问题:(1)多模态视角下的计算机辅助教学是否能够提高学生学习英语的积极性?多模态视角下的计算机辅助教学对高中学生的英语学习产生哪些影响?(2)教师和学生对采用计算机辅助教学分别有什么看法?笔者在通过阅读大量文献的基础上,综合机辅教学的相关理论,包括建构主义、多模态话语分析、计算机辅助教学以及行为主义理论,进行了认真的学习。笔者通过课堂观察,问卷调查以及访谈进行调查研究,并对其结果系统分析。通过调查研究,我们发现:接受调查的学生们表示多模态理论指导下的计算机辅助教学可以提高自身学习英语的积极性,并且可以拓宽知识面,调查问卷结果也显示多模态视角下的计算机辅助教学在教学总体上更适合学生,可以提高学生的成绩与学习主动性。因此,通过相应的研究就可以得出以下的相关结论:在进行高中英语教学的整个过程当中,采用这种多模态的教学模式往往会有显著的效果;在和传统的较为单一的模式进行比较的过程当中发现,采用计算机辅助教学,可以很大程度上提高学生的积极性,逼真的教学环境有利于促进学生的语言能力的长远发展。并且高中英语课堂机辅教学可以拓宽学生的知识面,巩固加强学生对教学内容的记忆,增加学生的语言应用能力。综上所述,本论文通过调查研究,基本实现了调查研究的目的。高中英语课堂机辅教学在整个过程当中具有一定优势,不仅能够大大的提高学生在学习过程当中的积极性,同时也可以增强学生的学习兴趣。本研究期望为高中英语课堂机辅教学提供一些启示和参考依据。
[Abstract]:In -10s, the study of multi-modal theory arose in western countries, although not for a long time. However, its related theories have been widely used in many fields, such as language teaching. However, the research on multi-modal theory in our country started relatively late and began only after entering the new century. In recent years, the study of multi-modal theory in China has been continuously introduced from the theory, and gradually began to combine with some practical research. In this thesis, the multi-modal theory and computer-aided teaching are applied to English teaching in senior high school. This paper first introduces the research of English teaching in senior high school. The research background and significance of computer-assisted instruction (CAI) are introduced, and the related concepts of multi-modal and computer-aided teaching theory are introduced, and the current research situation of multi-modal theory and computer-aided teaching at home and abroad is summarized. To understand the current situation of computer assisted English teaching in senior high school and the main problems in the application of computer assisted instruction in high school English classroom. The author makes a survey on computer-assisted teaching in senior high school English classroom. Through teaching observation, questionnaire and interviews, the author verifies the feasibility, effectiveness, advantages and disadvantages of computer-assisted English teaching in senior high school from a multi-modal perspective, as well as the views of students and teachers on it. This paper focuses on two questions:. (. 1) can computer aided instruction (CAI) in multi-modal perspective enhance students' enthusiasm in learning English? What influence does Computer-Aided instruction (CAI) have on senior high school students' English learning from a multi-modal perspective? What are the views of teachers and students on the use of computer-assisted instruction? On the basis of reading a lot of literature, the author synthesizes the relevant theories of computer-assisted teaching, including constructivism, multi-modal discourse analysis, computer-aided teaching and behaviorism theory. Through classroom observation, questionnaire survey and interviews, the author made a systematic analysis of the results. We find that the students surveyed show that computer-assisted instruction under the guidance of multi-modal theory can improve their enthusiasm for learning English and broaden their knowledge. The results of the questionnaire also show that computer-assisted instruction (CAI) in multi-modal perspective is more suitable for students in general and can improve students' achievement and learning initiative. Through the corresponding research, we can draw the following conclusions: in the whole process of English teaching in senior high school, this multi-modal teaching mode often has remarkable effect; In the process of comparing with the traditional single model, it is found that the use of computer-assisted instruction can greatly improve the enthusiasm of students. The realistic teaching environment is conducive to the long-term development of students' language ability, and the computer-assisted teaching in senior English classroom can broaden the students' knowledge and strengthen the students' memory of the teaching content. To improve students' language application ability. In summary, this thesis has achieved the purpose of investigation and research through investigation and research. Computer assisted teaching in senior high school English classroom has some advantages in the whole process. This study not only can greatly improve the enthusiasm of students in the process of learning, but also enhance their interest in learning. This study is expected to provide some enlightenment and reference for computer-assisted teaching in senior high school English classes.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】