| With the rapid development of the Internet and the popularization of multi-media technology,the information exchanged by people is increasingly multi-modal.Teachers’ teaching materials and classroom teaching also changed from single text mode to multi-modal.At the same time,we should cultivate students’ comprehensive language ability as the overall goal of the course which indicates in English Curriculum Standards for Compulsory Education(2011 Edition).Among them,discourse teaching is one of the important methods to cultivate students’ develop them abilities,and training of students’ language skills such as listening,speaking,reading and writing.Therefore,the primary school English teachers should pay more attention to the discourse teaching.The discourse teaching that under the multi-modal foreign language teaching model is conducive to improving students’ learning interest and comprehensive language ability,which makes it easier for students to understand the logic of discourse and the significance of communication.This study is divided into six parts.It mainly takes English teachers and students from four primary schools in Nanning as the research objects to analyze the current situation of multi-modal’s using in English discourse teaching in primary schools.According to the analysis,to explore the problems that existing in the English discourse teaching in primary schools,and give teachers teaching suggestions based on the teaching practice.Part Ⅰ: Introduction.This part will include the reasons of the selection,research purpose,research significance,research ideas and research methods(literature research,case analysis,questionnaire survey and classroom observation).Part Ⅱ: Literature review.This part mainly combs the research status of multi-modal discourse analysis theory and discourse teaching at home and abroad.By combing,the thesis finds that there are few studies on multimodal discourse analysis theory in primary school English discourse teaching,so the author will study it.Part Ⅲ: The concept definition and theoretical basis.This chapter defines the core concepts through multi-modal discourse analysis and primary school English discourse teaching.At the same time,it expounds multi-modal discourse analysis theory and Gardner’s theory of multiple intelligences,and explains the reason why multimodal discourse analysis theory is the main theoretical basis.Part Ⅳ: Analysis of the current situation of English discourse teaching in primary schools and the problems and causes of the teaching.By analyzing the classroom observation record and the results of the questionnaire,the author understands the current situation of multi-modal use in English discourse teaching in primary schools.According to the analysis of the classroom records and the survey results,the author summarizes the following four problems.(1)Teachers cannot correctly design the teaching objectives of discourse teaching,and the positioning of teaching objectives is biased.(2)Teachers’ inadequate use of teaching materials can’t meet multimodal discourse teaching.(3)Teachers can’t develop students’ multiple intelligences by using relatively single teaching methods.(4)Teachers do not understand the relevant teaching theory,teaching activity design is unreasonable.Part Ⅴ: Suggestions for teaching.This part is based on the problems which found in the fourth part and the survey results of the student volume that the author gives the following corresponding teaching reference suggestions.(1)The framework of multi-modal English teaching design is constructed to improve the teaching effect.(2)Strengthen teaching theoretical study and improve their comprehensive literacy.(3)Enrich multi-modal teaching resource bank,realize resource sharing.Part Ⅵ: The conclusion and the shortcomings of this study.The thesis will make a simple summary of this study according to the problems and suggestions.Meanwhile,put forwards the prospect of the subject in the future research. |
PDF Full Text Request