本文關鍵詞：初中英語多模態(tài)聽力教學的實證研究　出處：《重慶師范大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 初中英語聽力 多模態(tài)理論 多模態(tài)教學 教學效果

【摘要】：英語學習和英語交際的四項技能——聽、說、讀、寫中,“聽”被列于四項技能之首,它是語言輸入的第一過程,一名初學者要想真正的掌握一門外語,必須盡快提高自己聽的能力,因為只有聽明白,聽懂才能說的清楚,讀的順暢,寫的準確。2011版英語新課標對初中生五級聽力目標分別提出了具體要求。然而在實際的初中英語教學中,英語聽力教學有很多問題,被認為是教學中的薄弱環(huán)節(jié),許多教師不大重視聽力教學,其授課方式也比較枯燥乏味,仍然只會采取以聽覺模態(tài)為主的傳統(tǒng)化教學模式。改革目前的初中英語聽力教學現(xiàn)狀迫在眉睫。自20世紀90年代西方各國的研究者們將多模態(tài)理論應用到教學領域后,就出現(xiàn)了多模態(tài)教學,并且效果顯著。目前,國內(nèi)將多模態(tài)理論應用到英語教學的研究不少,但大多都是關于大學英語教學,對于初中教育研究較少。本文研究正是基于以上的背景,探討如何將多模態(tài)理論應用到初中英語聽力教學中。筆者借鑒國內(nèi)外關于多模態(tài)理論的豐碩成果和最新理論,立足于課堂實際教學,構想“多模態(tài)聽力教學”的教學方法;探討什么是多模態(tài)教學,怎樣將多模態(tài)理論應用到初中英語聽力教學以及教學效果怎樣的問題。筆者首先詳細分析了人教版新課標初中英語七年級上冊中兩個單元的聽力內(nèi)容,具體設計了“多模態(tài)聽力”教學案例。然后經(jīng)過課堂具體教學實踐后,對教師和學生進行了有關多模態(tài)聽力教學的問卷調(diào)查。問卷調(diào)查結果顯示采用多模態(tài)聽力教學時能更加直觀地呈現(xiàn)教學內(nèi)容,能緩解學生聽力過程中的焦慮情緒,激發(fā)學生的學習興趣,可以真正提高學生的聽力水平,提升他們的語言綜合運用能力。
[Abstract]:The four skills of English learning and English communication -- listen, say, read, write, "listen" to be on the four skills first, it is the first process of language input, a beginner to master a foreign language, must improve their listening ability as soon as possible, because only listen to understand, understand can say clearly, read smoothly, put forward specific requirements in the new curriculum standard and accurate.2011 version written in English for junior high school students of grade five hearing target respectively. However in the practical English Teaching in junior middle school, English listening teaching has a lot of problems, is considered to be the weak link in teaching, many teachers pay little attention to the listening teaching. Teaching methods are dull, still will only take the traditional teaching mode with the auditory mode mainly. The imminent reform of the current junior high school English teaching situation. Since the 1990s study in western countries are multi modal theory Applied to the field of teaching, appeared in the multimodal teaching, and the effect is significant. At present, the domestic multi modal theory is applied to a lot of research on English teaching, but most of them are about College English Teaching for junior middle school education research. This paper is based on the above background, to explore how multi modal theory is applied to English Listening Teaching in junior high school. Based on the fruitful results of the multi-modal theory at home and abroad and the latest theory, based on the practice of classroom teaching, the teaching method on "multimodal listening teaching"; to explore what is the multimodal teaching, how to make the multi modal theory is applied to English Listening Teaching in junior middle school and the teaching effect about the problems. The author analyses the listening content two units to teach new curriculum of junior middle school English in grade seven, the specific design of "multimodal listening" teaching cases and then. After the classroom teaching practice, conducted a questionnaire survey on the multimodal listening teaching for teachers and students. The survey results show that multi modal listening teaching can be more intuitive to the presentation of teaching content, can alleviate the anxiety of the students in the listening process, stimulate students' interest in learning, can really improve the students' listening level. To enhance their comprehensive ability of using language.

【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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