【作者】 熊婷；

【导师】 吴小晶；

【作者基本信息】 重庆师范大学 ， 学科教学（专业学位）， 2014， 硕士

【摘要】 随着信息技术的快速发展，教学媒体在外语教学中的使用变得越来越普遍。在课堂教学中，教师们不再局限于板书教学、卡片、挂图、收音机等教学媒体；他们开始慢慢地使用监控器、投影仪、PPT等教学媒体。最近几十年，多模态教学在国内外也开始得到广泛地研究。在国外，Kress、 Van Leeuwen对多模态研究比较深入。他们探讨多模态话语分析、多模态分类、模态与媒体的关系等课题。在国内，最早研究多模态的学者有胡壮麟、顾曰国等。胡壮麟曾针对一次大赛的PPT进行语篇分析并讨论意义的多模态构建。他认为，自然语言是表达意义的主要模态，PPT演示的力量就在于音响和图像等模态的运用参与主题表达的意义。笔者将结合多模态学习理论、输入强化理论和认知负荷理论调查研究多模态PPT在高中英语教学中的使用情况。在调查研究过程中，笔者主要采用样本分析法、问卷调查法和实证调查法。样本分析法和问卷调查法的使用旨在了解以下两个方面：其一，师生对多模态PPT制作和使用的态度及认识；其二，教师在制作和运用PPT教学时所存在的问题。实证调查法旨在探讨多模态PPT的使用是否影响学生学习成绩、学习兴趣和学习态度。此外，笔者还搜集了教师制作的PPT进行分析。通过对搜集的PPT、问卷调查、实验结果等数据的统计分析，笔者得出以下结论：第一，学生对教师耗时耗力制作的PPT的满意度并不高，但是双方还是喜爱、希望继续使用多模态PPT教学。第二，教师制作PPT的水平虽然一般，但选择使用PPT的情境比较恰当。被调查的教师对文字、图片处理熟悉，但是对音频、视频和动画的处理并不熟悉。第三，多模态PPT的使用对成绩的影响不大，但是却能促进学生学习的积极态度。第四，教师制作和使用多模态PPT存在以下四大优势和三点缺陷。使用多模态PPT四大优势：（1）促进学习兴趣；（2）活跃课堂氛围；（3）节约板书时间；（4）辅助口头语言。制作多模态PPT三点缺陷：（1）重难点不突出；（2）色彩搭配不和谐；（3）模态单一。最后，笔者根据调查结果反思，在高中英语教学中，教师应思考以下两个方面：第一，如何有效地使用多模态PPT教学；第二，应如何有效地结合板书教学、学案教学、PPT教学，使各种教学方式做到扬长避短。笔者认为，没有哪一种教学媒体更优于某种教学媒体。我们只能说，在某种情境下，教师更适合选择使用某种教学媒体。因此，教师在选择教学媒体时，应仔细考虑所教授内容的教学目的、教学内容、教学对象等要素。更多还原

【Abstract】 With the rapid growth of information technology, the application of teachingmedia becomes more and more popular in Foreign Language Teaching. As a matter offact, during the process of teaching, teachers do not only choose the blackboard, cards,pictures, the radio, but also monitors, over-projectors and PPT. Over the past decades,Multi-Modal Teaching has been widely researched at home and abroad. Kress&VanLeeuwen mainly focused on Multi-Modal Discourse Analysis, types of multi-modal,and the relationship between the media and modals,etc. Hu Zhuanglin and Gu Yueguoare scholars who also did research on multi-modal. For example, Hu Zhuanglin applieddiscourse analysis to the discussion of multi-modal construction of meaning, referringto PPT design. He insists that language is the main modal to convey meaning, whilethe power of PPT lies in the application of acoustics and pictures to convey meaning.In this essay, we focus on the application of Multi-Modal PPT in a senior school,which combines with Multi-Modal Learning Theory, Input Enhancement Theory andCognitive Load Theory. We mainly adopt the following methods: sample analysis,questionnaire survey and empirical approach. The former two methods aim to answerthe following two questions: what attitude do the teachers and students’ hold towardsmaking and applying Multi-Modal PPT? what problems exist in the making and usingof Multi-Modal PPT?Empirical approach aims to reveal whether the application ofMulti-Modal PPT has something to do with students’ performance, such as their scoresand interests in learning, etc. Besides, we have reviewed the PPT made by the teachers.According to data collected from sample analysis, questionnaire survey andempirical approach, we draw some conclusions. Firstly, both teachers and students arefond of the Multi-Modal PPT in class. But students are not very satisfied with thecurrent Multi-Modal PPT made by the teachers. Secondly, although they are not adeptat making PPT, teachers can use PPT appropriately. Majority of teachers are only goodat dealing with texts and pictures, but do not know how to use video or radio in PPT.Thirdly, the Multi-Modal PPT does not have much to do with scores, but does motivatestudents’ positive attitude towards learning. Fourthly, there are some advantages in applying PPT and disadvantages in PPT design. Advantages:(1) Students’ interest inlearning is aroused.(2) The atmosphere is invigorated.(3) Less time is in writing onthe blackboard.(4) Facilitate oral English learning. Disadvantages:(1) Students cannot catch focal and difficult points quickly.(2) Colors are not used appropriately.(3)Multi-Modal is not fully explored.This research suggests that there are two things that the teachers should thinkabout. One is how Multi-Modal PPT should be used in senior English teaching; theother is how to use the blackboard, textbook and PPT together to achieve perfecteffects of teaching. It can not be concluded that teaching media is better than anyoneelse. What can be said is that teaching media is more suitable in this context. Therefore,when choosing teaching media, teachers should take teaching aims, teaching contentand teaching objects into considerations.更多还原