語法教學肩負著培養(yǎng)學生運用語言能力的任務。然而傳統(tǒng)語法教學存在一些弊端,致使學生的語法學習效果不令人滿意。因此,有必要探索新的語法教學模式,提高語法教學質(zhì)量,以促進學生綜合語言運用能力的發(fā)展。隨著信息技術的快速發(fā)展,多模態(tài)理論應運而生。自從1996年新倫敦小組提出把多模態(tài)理論應用于語言教學之中以來,多模態(tài)教學已經(jīng)受到了國內(nèi)外眾多專家學者的重視,并出現(xiàn)了研究熱潮。他們從不同學段（大學,中學,小學）和語言教學的不同方面（聽力,口語,閱讀,寫作等）進行多模態(tài)教學研究,并取得了一定成果,而從高中英語語法教學的視角研究的為數(shù)不多。因此,本論文著眼于此,旨在論證多模態(tài)語法教學模式在高中英語語法教學中的可行性和有效性。作者設計了如下問題:1.多模態(tài)語法教學模式如何影響高中生的課堂表現(xiàn)?2.多模態(tài)語法教學模式如何影響高中生語法學習的自我效能?3.多模態(tài)語法教學模式如何影響高中生的語法成績?本研究選取了淮陽中學高一兩個平行班總共101名學生作為研究對象。一個班為實驗班,實行多模態(tài)語法教學;另一個班為控制班,實行傳統(tǒng)語法教學。研究歷時三個月。實驗前,經(jīng)過前測,結(jié)果得出兩班學生語法水平基本相同。實驗中采用了... 

【文章頁數(shù)】：119 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
ABSTRACT
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Significance of the Study
    1.3 Research Questions
    1.4 Research Methods
    1.5 Structure of the Thesis
Chapter Two Literature Review
    2.1 A Review of Senior High School English Grammar Teaching
        2.1.1 Demands of the New English Curriculum Standards
        2.1.2 The Current Situation of Senior High School English Grammar Teaching
    2.2 A Review of Researches on Multimodal Discourse Theory at Home and Abroad
        2.2.1 A Review of Studies on Multimodal Discourse Abroad
        2.2.2 A Review of Studies on Multimodal Discourse at Home
    2.3 A Review of Studies on Multimodal Teaching at Home and Abroad
        2.3.1 A Review of Studies on Multimodal Teaching Abroad
        2.3.2 A Review of Studies on Multimodal Teaching at Home
    2.4 A Review of Researches on the Application of Multimodal Teaching in English Grammar Teaching
Chapter Three Theoretical Framework
    3.1 Multimodal Discourse Theory
        3.1.1 Definition of Multimodal and Multimodal Discourse
        3.1.2 The Main Thoughts of Multimodal Discourse Theory
    3.2 Constructivist Learning Theory
        3.2.1 Definition of Constructivist Learning Theory
        3.2.2 The Main Thoughts of Constructivist Learning Theory
    3.3 Multimodal Grammar Teaching Mode
Chapter Four Research Design
    4.1 Research Hypothesis
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 Tests
        4.3.3 Interview
        4.3.4 SPSS20.0
    4.4 Research Procedures
        4.4.1 Controlling External Variables
        4.4.2 Time Allocation
        4.4.3 Experiment Procedure
    4.5 An Experimental Case of Multimodal Grammar Teaching in EC
        4.5.1 Teaching Material and Analysis
        4.5.2 Teaching Procedure
Chapter Five Data Analysis and Discussion
    5.1 Analysis of the Questionnaires
        5.1.1 Pre-questionnaire in EC and CC
        5.1.2 Post-questionnaire in EC
    5.2 An Analysis of the Interview
    5.3 Analysis of the Tests
        5.3.1 Data Analysis of Pre-test in EC and CC
        5.3.2 Data Analysis of Post-test in EC and CC
        5.3.3 A Comparison of Pre-test and Post-test in EC
        5.3.4 A Comparison of Pre-test and Post-test in CC
        5.3.5 A Comparison of Pre-test and Delayed-test in EC
        5.3.6 A Comparison of Pre-test and Delayed-test in CC
        5.3.7 A Comparison of Three Tests Between EC and CC
    5.4 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Educational Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Future Researches
Bibliography
Appendixes
    Appendix Ⅰ Pre-questionnaire
    Appendix Ⅱ Post-questionnaire
    Appendix Ⅲ Interview
    Appendix Ⅳ Test Paper for Pre-test
    Appendix Ⅴ Test Paper for Post-test
    Appendix Ⅵ Test Paper for Delayed-test
    Appendix Ⅶ Students’Scores of Test Paper


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碩士論文
[1]多模態(tài)教學模式在農(nóng)村初中英語詞匯教學中的應用[D]. 肖星.河南大學 2018
[2]基于多模態(tài)理論的初中英語語法教學研究[D]. 單皖蘇.南京師范大學 2018
[3]自我調(diào)節(jié)學習策略和自我效能的關系及其對大學生英語學習的影響研究[D]. 季歡欣.成都理工大學 2013
[4]中學英語教學的建構(gòu)主義思考[D]. 葛春霞.湖南師范大學 2011
[5]論建構(gòu)主義學習理論下的中學英語課堂互動[D]. 秦燦.華中師范大學 2005



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