情景教學(xué)法是課程改革中最為行之有效的教學(xué)方法之一,它迎合了小學(xué)生的心理特點(diǎn),與小學(xué)英語(yǔ)教材編排相統(tǒng)一,符合英語(yǔ)新課程標(biāo)準(zhǔn)的要求。多媒體輔助教學(xué)手段極大地便利了英語(yǔ)教學(xué),對(duì)小學(xué)英語(yǔ)教學(xué)有著重要意義。本文以多媒體輔助教學(xué)為切入點(diǎn),采用問(wèn)卷調(diào)查法,觀察法以及訪談法重點(diǎn)研究了多媒體輔助情景教學(xué)法在小學(xué)英語(yǔ)課堂上的應(yīng)用頻率和具體課型以及多媒體輔助情景教學(xué)法在小學(xué)英語(yǔ)課堂上的應(yīng)用對(duì)策有哪些。本文以西安外國(guó)語(yǔ)學(xué)校為例,以圖示理論和語(yǔ)言習(xí)得理論為理論依據(jù),通過(guò)課堂觀察法對(duì)三位英語(yǔ)教師在課堂上對(duì)多媒體輔助情景教學(xué)法的應(yīng)用對(duì)策進(jìn)行了分析和研究。同時(shí)通過(guò)對(duì)36名英語(yǔ)老師進(jìn)行問(wèn)卷調(diào)查以了解教師對(duì)多媒體輔助情景教學(xué)法的使用和看法。此外,結(jié)合教師訪談以了解多媒體輔助情景教學(xué)法的了解。研究結(jié)果表明,多媒體輔助情景教學(xué)已經(jīng)廣泛應(yīng)用在小學(xué)英語(yǔ)課堂中。該方法的應(yīng)用對(duì)小學(xué)英語(yǔ)教學(xué)意義較大,但仍存在諸多問(wèn)題。比如,一些教師過(guò)度依賴多媒體輔助教學(xué)手段,如果離開(kāi)多媒體的輔助他們難以順利完成情景創(chuàng)設(shè)的教學(xué)任務(wù)。此外,一些教師在課堂上使用多媒體創(chuàng)設(shè)的情景遠(yuǎn)離學(xué)生實(shí)際生活,這些情景對(duì)學(xué)生來(lái)說(shuō)難以理解,不利于小學(xué)生語(yǔ)言的學(xué)習(xí)。本文通過(guò)研... 

【文章來(lái)源】：西安外國(guó)語(yǔ)大學(xué)陜西省

【文章頁(yè)數(shù)】：74 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
abstract
摘要
CHAPTER Ⅰ INTRODUCTION
    1.1Research Background
        1.1.1 The Requirements of Situational Teaching in New English CurriculumStandards
        1.1.2 An Important Teaching Pattern..Multimedia Assisted Teaching
        1.1.3 The Needs of Multimedia Assisted Situational Teaching Due to theProblems in English Teaching
    1.2Research Significance
        1.2.1 Solving Practical Problems in English Teaching
        1.2.2 Setting up Advanced English Teaching Concepts
    1.3 Outline of the Thesis
CHAPTER Ⅱ LITERATURE REVIEW
    2.1Definition of Core Concepts
        2.1.1 Situational Teaching Method
        2.1.2 Multimedia Assisted Teaching
    2.2Theoretical Foundation
        2.2.1 Schema Theory
        2.2.2 Language Acquisition Theory
    2.3Related Researches at Home and Abroad
        2.3.1 Related Researches Abroad
        2.3.2 Related Researches at Home
        2.3.3 The Application of Multimedia Assisted Situational Teaching Method.
CHAPTER Ⅲ RESEARCH DESIGN
    3.1Research Questions
    3.2Research Participants
        3.2.1 Participants of Observation
        3.2.2 Participants of Questionnaire
        3.2.3 Participants of Interview
    3.3Research Instruments
        3.3.1 Questionnaire
        3.3.2 Observation
        3.3.3 Interview
    3.4Research Procedures
CHAPTER Ⅳ Results and Discussion
    4.1Application Frequency of Multimedia Assisted Situational Teaching Method
    4.2The specific lesson types with Multimedia Assisted Situational TeachingMethod
    4.3Advantages and Problems of Multimedia Assisted Situational TeachingMethod
        4.3.1 Advantages of Multimedia Assisted Situational Teaching Method
        4.3.2 Problems of Multimedia Assisted Situational Teaching Assisted
    4.4The Strategies of Teachers on the Application of MultimediaAssisted Situational Teaching
CHAPTER V Conclusion
    5.1Major Findings of the Study
    5.2Implications of the Study
    5.3Limitations and Suggestions for the Future Research
REFERENCES
APPENDICES
    Appendix I
    Appendix Ⅱ
    Appendix Ⅲ


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