多媒体辅助下的情景教学法在高中英语语法教学的推广探讨

s,pointed out that the connection between knowledge structure and usable situationswas a feature of Situational Teaching Method.That is,the language structure andthe context in which language was used were closed to the situation.Therefore,inthe process of teaching grammar,teachers should combine grammar points with realsituations,so that students could learn from the situations and apply them to thesituations.In previous studies,scholars had elaborated from different angles.On theone hand,from the perspective of students’learning,Hymes(1972)proposed thatSituational Teaching Method was based on the actual needs of teaching and learningand encompassed a wide range of emotions and specific atmospheres or scenariosthat motivated students to learn independently in order to obtain optimal teachingand learning outcomes.On the other hand,from the perspective of teachers’teaching,Hornby(1981)put forward that Situational Teaching Method was ateaching method in which teachers created vivid and imaginative teaching scenariosaccording to the teaching purpose in order to facilitate students’acquisition ofknowledge and skills.

2.2 High School English Grammar Teaching Assisted by Multimedia

With the development of information technology,scholars at home and abroadhave conducted different degrees of research on Multimedia Teaching.This partincludes Multimedia,High school English Grammar,and the Related Studies onGrammar Teaching Assisted by Multimedia.

2.2.1 Multimedia

The word Multimedia is the combination of“multiple”and“media”.LinZhuying(2001)pointed out that researchers had different opinions on the definitionof multimedia,which could be generally classified into two categories.Somepeople defined multimedia in a broad sense,that is,information and its carrierswere collectively referred to.They focused on multimedia entities and believed thatmultimedia referred to the carrier and the way of transmitting information,such aslanguage,text,books,television,Internet and so on.The other definition was morefocused on the form and way of information transmission.They believed thatmultimedia referred to the combination of two or more kinds of communicationcarriers and ways to form information interaction between people and computers.Multimedia used information technology,such as multimedia computers,Internet,etc.to fully combine text,sound,light and shadow for communication anddissemination.Multimedia discussed in the field of education belonged to the latter.

Chapter 3 Research Methodology....................31

3.1 Research Questions........................31

3.2 Research Design.............................32

Chapter 4 Results and Discussion..........................48

4.1 Results and Discussion of Questionnaire........................48

4.2 Results and Discussion of Tests...............................56

Chapter 5 Conclusion.................................66

5.1 Main Findings..............................66

5.2 Pedagogical Implications........................68

Chapter 4 Results and Discussion

4.1 Results and Discussion of Questionnaire

In order to test whether the questionnaire had reliability and validity,thequestionnaire was first distributed to 50 students in non-experimental andnon-control classes,of which 25 were taken from each class for testing.50questionnaires were distributed and 50 questionnaires were returned with 50 validquestionnaires.The reliability and validity test of this questionnaire was conductedby SPSS 21.0.The following are the results of the analysis regarding the reliabilityand validity of this questionnaire.

A questionnaire is considered to have high reliability when the reliability scoreis greater than 0.9.A reliability score between 0.8 and 0.9 is considered to be good.When the reliability score falls between 0.7 and 0.8,it is considered to be feasible.However,if the reliability score is less than 0.7,it is considered to be low and thequestionnaire is not suitable for analysis.Based on the Table 4.1,the overallreliability of the quest