多模态PPT演示教学与学生学习态度的相关性研究  

The Correlation between Multimodal PPT Presentation and Students' Learning Attitude

作　　者：张征[1] 

机构地区：[1]山东大学外国语学院,山东济南250100

出　　处：《外语电化教学》2013年第3期59-64,共6页Technology Enhanced Foreign Language Education

基　　金：国家社会科学基金项目"外语课堂教学多模态话语研究"(项目批准号:08BYY030);山东省社科规划重点项目"非英语专业学生多元读写能力发展研究"(项目批准号:11BWZJ01)的阶段性研究成果

摘　　要：本文在系统功能语言学和多模态话语分析理论的基础上,使用问卷调查和半结构访谈等研究工具,探讨了多模态PPT演示教学对改变学生学习态度的作用,以及学生对该教学模式的态度趋向。统计结果显示,学生在学习态度的三个维度间,没有表现出明显的差异,但是,由于性别不同而产生的学习态度存在显著差异。访谈结果与问卷结果基本一致。研究表明,多模态PPT演示教学能够正向改变学生的学习态度,大多数学生对于该教学模式是认可的。该研究的目的是为培养学生通过设计利用多模态符号创造意义的能力、多元读写能力和自主学习能力的教学模式提供实验依据。This paper explores the effects of muhimodal PPT presentation on the first-year postgraduates＇ learning attitudes and their attitudinal orientation towards this teaching model by using questionnaires and semi-structured interviews from the perspectives of Systemic Functional Linguistics and Multimodal Discourse Analysis. The statistical results show that the teaching model brings about no significant changes in the learning attitude judged from three dimensions. However, a significant difference is observed between participants of different genders. The results of the questionnaires coincide with those of the interview. Despite a lack of significant changes the research shows that muhimodal PPT presentation can positively change the participants＇ learning attitudes to some extent, and most of them highly approve of this teaching model. The purpose of this research is to provide empirical evidence for the model of teaching that promotes students＇ multimodal meaning-making ability, multiliteracy and the ability of independent learning in the process of design.

关 键 词：多模态 PPT演示 学习态度 设计 

分 类 号：G424[文化科学—课程与教学论]