多模态话语分析理论下的翻转课堂教学模式在高中英语阅读教学中的应用

发布时间：2021-05-21 22:33

　　阅读能力是英语学习者需要具备的重要能力之一。然而,实践表明,英语阅读始终是学生英语学习中的薄弱环节,因此英语阅读教学仍存在诸多问题。为了改善高中生目前的英语阅读现状,本研究试图将多模态话语分析理论下的翻转课堂教学模式运用到英语阅读教学的实践中。多模态话语分析在新媒体时代得到了发展,翻转课堂的出现颠覆了传统的课堂教学模式,两者的结合更能充分发挥数字媒体技术的优势,这一全新、多元化的教学模式,为培养全面发展的高中生搭建了理想的平台。以往大多数研究学者只是研究单一的翻转课堂或是多模态教学在英语阅读中的应用,很少有人将两者结合起来,即以多模态话语分析视角下的翻转课堂教学模式来教授高中英语阅读。本文介绍了多模态话语分析和翻转课堂的理念及其优势,着重研究了多模态翻转课堂在高中英语阅读教学中的应用。面对新的教育形式,高中英语教师应该将多模态翻转课堂模式运用在课前、课堂中以及课后的教学实践中,从而激发学生学习英语的学习兴趣,提高学习成绩。通过实证研究,本论文的目的在于证明以下三个研究假设:1.多模态话语分析视角下的翻转课堂教学模式能够激发学生对英语阅读的兴趣。2.多模态话语分析视角下的翻转课堂教学模式... 

【文章来源】：辽宁师范大学辽宁省

【文章页数】：74 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter1 Introduction
    1.1 Background Information of the Study
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Chapter2 Literature Review
    2.1 Overview of Multimodal Discourse Analysis
        2.1.1 The Definition of Multimodal Discourse Analysis
        2.1.2 The Features of the Multimodal Discourse Analysis
        2.1.3 The Functions of the Multimodal Discourse Analysis
        2.1.4 Studies Abroad
        2.1.5 Studies at Home
    2.2 Overview of the Flipped Class
        2.2.1 Definition of the Flipped Class
        2.2.2 The Features of the Flipped Class
        2.2.3 The Functions of the Flipped Class
        2.2.4 Studies Abroad
        2.2.5 Studies at Home
    2.3 The Relationship Between Multimodal Discourse Analysis Theory and theFlipped Class
        2.3.1 The Feasibility of Using Multimodal Discourse Analysis Theory to theFlipped Class
        2.3.2 The Theoretical Framework of Multimodal Modal Discourse Analysisin the Flipped Class
    2.4 Theoretical Foundations
        2.4.1 Systemic Functional Linguistics Theory
        2.4.2 Constructivism Theory
        2.4.3 Humanistic Learning Theory
Chapter3 Research Design
    3.1 Purpose of the Research
    3.2 Research Hypotheses
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Questionnaire
        3.4.2 Pre-test and Post-test
        3.4.3 Interview
    3.5 Research Procedures
        3.5.1 Experimental Process
        3.5.2 Experimental Implementations
Chapter4 Data Analysis and Discussion
    4.1 Data Analysis of the Questionnaire
    4.2 Data Analysis of the Tests
        4.2.1 Results of the Pre-test
        4.2.2 Results of the Post-test
    4.3 Data Analysis of the Interview
    4.4 Discussion
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Limitations of the Research
    5.3 Suggestions for Future Study
References
Appendix A
Appendix B
Appendix C
Appendix D
Acknowledgements



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