中文摘要：现代社会信息量大，信息更新速度更快，因此，对于信息接受者而言，信息的接受难度正在不断增加。与此同时，信息的传递方式也发生了巨变，随着现代信息技术的发展，越来越多的信息通过颜色、字体、动画、图像、声音等多媒体为人们所接收。

多媒体技术因其在不同模式下显示信息的能力而备受推崇，良好的多媒体设计使一些重要的信息流通顺畅，有利于吸引接受者的注意力，便于捕捉一些突出的信息。信息技术的发展带来了现代教育技术的进步，它被教师广泛应用于学校课堂教学中，使学生的学习更加轻松灵活。

本文以多模态理论为基础，对初中英语阅读教学进行了教学设计，来验证多模态理论在教学中是可以提高学生阅读兴趣和课堂参与度的。本文为教学设计提供了理论依据，阐述了多模态教学和英语阅读教学的信息。在初中阶段，多模态理论一方面可以应用到阅读教学方法，另一方面也可以应用到对学生的阅读学习评价方式。作者在初中实习阶段，在初二学段的一个班级开展了为期两个月的多模态阅读教学实践，通过教学前后两次问卷调查和教学后的学生访谈，研究发现，多模态教学方法使阅读课更生动，能够提高学生对英语阅读课的兴趣，提高学生对课堂活动的参与度。在多模态理论基础上，教师可将多种模态应用到英语阅读教学中。同时，教师可运用多模态理论，采用多种英语阅读学习评价方式，使评价更全面。

关键词：多模态理论；英语阅读教学；英语阅读学习评价

Contents

Abstract

中文摘要

1.-Introduction-1

1.1-Background of the Study-1

1.2-Purpose of the Study-2

1.3-Significance of the Study-2

1.4-Research Questions-2

1.5-Overall Structure of the Thesis-2

2.-Literature Review-4

2.1-Definition of Multimodal Teaching-4

2.2-Theoretical Basis of Multimodal Teaching Model-4

2.2.1 Systemic-Functional Linguistics-4

2.2.2 Theory of Multimodal Analysis-5

2.3-Previous Studies on Application of Multimodal Theory in Reading Class-5

2.3.1 Previous Studies Abroad-5

2.3.2 Previous Studies at Home-6

2.3.3 Summary of Previous Studies on Multimodal Reading Teaching-11

3.-Methodology-13

3.1-Subjects-13

3.2-Questionnaires and Interview-13

3.3-Procedures-13

3.4-The Teaching Design of English Reading Teaching with the Application of Multimodal Theory-13

3.4.1 The Visual Mode and Audio Mode in Lead-in-14

3.4.2 The Visual Mode and Audio Mode in Pre-reading-14

3.4.3 The Visual Mode and Audio Mode in While-reading-15

3.4.4 The Audio Mode and Behavioral Mode in While-reading-15

3.4.5 The Visual Mode and Audio Mode in Post-reading-16

3.5-Methods of English Reading Learning Assessment Applying Multimodal Theory-16

3.5.1 The Current Methods of English Reading Learning Assessment-16

3.5.2 Methods of English Reading Learning Assessment Applying Multimodal Theory-16

3.6-Summary of the Analysis-19

4.-The Results and Analysis-20

4.1-The Analysis of the data in questionnaire I.-20

4.1.1 Learners’ Emotion and Attitude-20

4.1.2 Learners’ Cognitive Style-21

4.1.3 Understanding of Current English Reading Teaching-24

4.1.4 Design of Teaching Technology-25

4.2-The Analysis of the Data in Questionnaire II-27

4.2.1 Attitude towards Reading Learning under Multimodal Teaching Model-27

4.2.2 The mode to activate their interest in reading and improve their participation in class-29

4.2.3 Opinions towards Multimodal Assessment-31

4.3-The Analysis of the Results in the Interview-32

5.-Conclusion-34

5.1-Implications for Reading Teaching-34

5.2-Limitations of the Study-34

5.3-Suggestions for Further Study-34

References-35

Appendix I Questionnaire I-37

Appendix II Questionnaire II-38

Appendix III Students’ Interview-39