英语教学多媒体技术论文提纲

论文题目：多媒体技术辅助合作学习模式在高中英语写作教学中的应用研究

摘要：写作在高考试卷中起着重要的作用。然而,目前我国的写作形势不容乐观。在写作教学中,教师往往采用传统的教学方法。在传统的英语课堂教学中,教师对写作教学的主要目的有误解,并且忽视学生的感受以及学习动机。学生们缺乏写作的动力。教师在英语写作课中运用不当的教学方法,直接导致学生无法有效地掌握和运用写作技能。在计算机日益普及的今天,合作学习在课堂中也很常见。因此,为了解决这些问题,作者将计算机与合作学习相结合。本研究提出了三个问题。本文研究试图探索多媒体技术辅助合作学习模式对高中英语教学的作用,以及解决传统写作教学中存在的问题。作者尝试解决以下三个问题:1.学生对写作合作学习有什么感受?2.多媒体辅助合作学习模式对高中生英语写作动机有何影响?3.多媒体辅助合作学习模式在多大程度上提高了学生的英语写作水平?实验于2018年8月27日至2019年1月10日在辽宁省鞍山市腾鳌高中进行,为期18周。本实验共90名参与者分别来自于控制班和实验班。研究工具包括问卷调查、测试和访谈。最后用SPSS软件对结果进行分析。研究结果表明,学生对合作学习持积极的观点,多媒体辅助合作学习有助于提高学生的写作动机。此外,学生的写作能力也有所提高。结果表明,多媒体技术辅助合作学习模式是有效的。最后,探讨了英语写作教学的启示和建议,以及希望对以后的英语写作学习和进一步研究有所裨益。

关键词：多媒体技术;合作学习;学习的感受;写作能力;高中英语写作教学

学科专业：学科教学（英语）（专业学位）

Abstract摘要Chapter1 Introduction

1.1 Research background

1.1.1 The importance of writing

1.1.2 The current situation of writing in senior high school

1.1.3 The method to improve the current writing situation

1.2 Purpose of the study

1.3 Significance of the study

1.4 Organization of the studyChapter2 Literature review

2.1 The introduction of cooperative learning model

2.1.1 Definition of cooperative learning model

2.1.2 The theoretical basis of cooperative learning model

2.1.3 Advantages of cooperative learning model

2.2 English writing

2.2.1 The motivations toward English writing

2.2.2 The link between English writing and cooperative learning

2.3 Multimedia technology assisted cooperative learning model in English writing

2.3.1 The development and advantages of multimedia

2.3.2 The relationship between multimedia and cooperative learning model

2.3.3 The significance of multimedia technology assisted cooperative learning model in English writing

2.4 Relevant studies on application of multimedia technology assisted cooperative learning model in English writing

2.5 SummaryChapter3 Research methodology and methods

3.1 Research questions

3.2 Research participants

3.3 Research methodology

3.4 Research methods

3.4.1 Questionnaires

3.4.2 Tests

3.4.3 Interviews

3.5 Research procedures

3.5.1 Pilot study

3.5.2 Pre-questionnaire and pre-test on writing

3.5.3 Experimental teaching

3.5.4 Post-questionnaire and post-test on writing

3.5.5 Interviews

3.5.6 Data collection and analysis

3.6 Examples of teaching

3.6.1 Sample lesson for writing teaching in EC

3.6.2 Sample lesson for writing teaching in CC

3.7 SummaryChapter4 Data analysis and discussion

4.1 Analysis and discussion of research question1

4.1.1 Analysis and discussion of questionnaire1

4.1.2 Analysis and discussion of interview 1

4.2 Analysis and discussion of research question 2

4.2.1 Analysis and discussion of questionnaire 2

4.2.2 Analysis and discussion of interview 2

4.3 Analysis and discussion of research question 3

4.3.1 Analysis and discussion the writing test

4.3.2 Analysis and discussion of interview 3

4.4 SummaryChapter5 Conclusion

5.1 Major findings

5.1.1 Major findings on research question 1

5.1.2 Major findings on research question 2

5.1.3 Major findings on research question 3

5.2 Implications

5.3 Limitations of the study

5.4 Suggestions for further studyReferencesAppendix Ⅰ:Questionnaire for perceptions toward English cooperative amongsenior high school students(Chinese Version)Appendix Ⅱ:Questionnaire for perceptions toward English cooperative amongsenior high school students(English Version)Appendix Ⅲ:Questionnaire for motivation toward English writing amongsenior high school students(Chinese Version)Appendix Ⅳ:Questionnaire for motivation toward English writing amongsenior high school students(English Version)Appendix Ⅴ:Pre-test paperAppendix Ⅵ:Post-test paperAppendix Ⅶ：The rating criteriaAppendix Ⅷ:Interview1-3AcknowledgementsThe list of the research papers published by the author