本文選題：多模態(tài)PPT　切入點(diǎn)：多模態(tài)話語分析　出處：《魯東大學(xué)》2017年碩士論文

【摘要】：多模態(tài)PPT作為一種新語類,能運(yùn)用文本模態(tài)、圖像模態(tài)、聲音模態(tài)等多種模態(tài)來共同構(gòu)建意義,多渠道地強(qiáng)化語言輸入力。已有研究多集中在理論方面,或涉及英語教材及大學(xué)教學(xué)的模態(tài)分析等實(shí)踐方面,但是對初中英語教學(xué)中PPT的應(yīng)用研究較少�；谳斎霃�(qiáng)化理論、認(rèn)知負(fù)荷理論,通過對多模態(tài)PPT的分析,本研究旨在探討初中英語課堂PPT的模態(tài)使用,學(xué)生及教師對多模態(tài)PPT的態(tài)度和認(rèn)識、PPT的優(yōu)勢及其存在的問題。本研究主要關(guān)注以下問題:(i).初中英語課堂所使用的PPT中,教師主要使用了哪些模態(tài)?(ii).教師和學(xué)生對多模態(tài)PPT教學(xué)的看法如何?(iii).多模態(tài)PPT在初中英語教學(xué)的應(yīng)用中有哪些優(yōu)缺點(diǎn)?本研究采用問卷調(diào)查法、課堂觀察法、訪談法等研究方法,收集了山東省煙臺市煙臺三中初二年級的PPT課件,對210名初二學(xué)生和20名初二英語教師進(jìn)行問卷調(diào)查,對10名學(xué)生及6名教師進(jìn)行了訪談,并加入了課堂觀察,收集相關(guān)數(shù)據(jù)并進(jìn)行了定性分析。研究結(jié)果表明:(i).在教師所用的多模態(tài)課件中,文字模態(tài)占絕大多數(shù),比例高達(dá)45.15%,版式與顏色占31.08%,圖像模態(tài)為19.41%,音頻視頻模態(tài)占4.36%。(ii).學(xué)生對多模態(tài)課件持積極態(tài)度,認(rèn)為多模態(tài)PPT可幫助他們提高注意力和聽力理解能力,圖片、視頻、網(wǎng)絡(luò)等有利于擴(kuò)展關(guān)于英語國家的知識面等。學(xué)生喜歡的模態(tài)中,動(dòng)畫、音頻與視頻居前三位。教師認(rèn)為多模態(tài)課件教學(xué)利大于弊;最喜歡使用的模態(tài)是文字模態(tài)、版式與顏色、圖像模態(tài);期望接受多模態(tài)課件教學(xué)的相關(guān)培訓(xùn)。(iii).多模態(tài)課件教學(xué)的優(yōu)勢在于易于操作、提高學(xué)習(xí)興趣、活躍課堂氛圍、輔助口頭語言、促進(jìn)學(xué)生全方面發(fā)展等。但初中英語教學(xué)所用課件仍存在許多問題,如模態(tài)搭配不合理、重難點(diǎn)不突出、頁面設(shè)計(jì)不合理、色彩搭配不合理、互動(dòng)性不強(qiáng)等。(iv).最后,本研究針對初中英語課堂多模態(tài)課件的制作及使用提出了若干教學(xué)建議。
[Abstract]:Multimodal PPT, as a new language class, can use text mode, image mode, sound mode and other modes to construct meaning together, and strengthen the input force of language through many channels.Most of the previous studies have focused on theory, or on the practice of English teaching materials and modal analysis of college teaching, but there are few studies on the application of PPT in junior high school English teaching.Based on input reinforcement theory and cognitive load theory, this study aims to explore the modal use of PPT in junior middle school English classroom, students' and teachers' attitude towards multimodal PPT, and the advantages and disadvantages of PPT through the analysis of multi-modal PPT.This study focuses on the following issues.In the PPT used in junior middle school English classes, which modes are used by teachers?How teachers and students view multimodal PPT teaching?What are the advantages and disadvantages of multi-modal PPT in junior high school English teaching?The present study adopts the methods of questionnaire, classroom observation and interview to collect the PPT courseware of grade two in Yantai Middle School of Yantai City, Shandong Province. A questionnaire survey was conducted among 210 junior high school students and 20 English teachers.10 students and 6 teachers were interviewed, and classroom observation was added to collect relevant data and qualitative analysis.The results of the study show that: 1.In the multimodal courseware used by teachers, the word mode accounts for the vast majority, the proportion is as high as 45.15, the typography and color account for 31.08, the image mode is 19.41, and the audio and video modes account for 4.36.Students have a positive attitude towards multimodal courseware and think that multi-modal PPT can help them to improve their ability of listening comprehension, pictures, videos, networks and so on.Students like the mode, animation, audio and video in the top three.Teachers think that the advantages of multimodal courseware teaching outweigh the disadvantages; the preferred modes are text mode, typography and color, image mode; expect to receive relevant training in multimodal courseware teaching.The advantages of multimodal courseware teaching are easy to operate, improving interest in learning, activating classroom atmosphere, assisting oral language and promoting students' development in all aspects.However, there are still many problems in the courseware used in junior middle school English teaching, such as unreasonable modal collocation, unprominent heavy and difficult points, unreasonable page design, unreasonable collocation of colors, and low interactivity.Finally, this study puts forward some teaching suggestions for making and using multimodal courseware in junior middle school English classroom.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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