| 摘要 | 第1-9页 |
| Abstract | 第9-13页 |
| Lists of Tables | 第13-14页 |
| List of Abbreviations | 第14-15页 |
| List of Symbols used in the schematic structure | 第15-19页 |
| Chapter One Introduction | 第19-24页 |
| ·Knowledge Age and Reflection on the Traditional Instructional Design Paradigm and Teaching Models | 第19-21页 |
| ·Knowledge Age and Its Characteristics | 第19-20页 |
| ·Multimodality and Multiliteracies | 第20页 |
| ·The Traditional Instructional Design and Teaching Models | 第20-21页 |
| ·Research purpose and Significance | 第21-22页 |
| ·Organization of the Thesis | 第22-24页 |
| Chapter Two Literature Review | 第24-29页 |
| ·Social Semiotics and Classroom Multimodal Discourse Analysis | 第24-27页 |
| ·Social Semiotics | 第24页 |
| ·Multimodal Discourse Analysis | 第24-27页 |
| ·Classroom Multimodal Discourse Analysis | 第27-28页 |
| ·Reflection on the Contemporary Classroom Multimodal Discourse Analysis | 第28-29页 |
| Chapter Three Theoretical Framework | 第29-37页 |
| ·The Systemic Functional (SF) Approach to Multimodal Discourse Analysis (SF-MDA) | 第29-31页 |
| ·Introduction to SF-MDA Approach | 第29页 |
| ·Ideational Metafunction and Multiliteracies | 第29-30页 |
| ·Textual Metafunction and Multimodality | 第30-31页 |
| ·Intrasemiosis, Intersemiosis and Metafunction | 第31页 |
| ·The Contemporary Teaching and Learning Theory | 第31-35页 |
| ·From Objectivist-Rational Tradition to Constructivist-Interpretivist Tradition | 第31-33页 |
| ·Some Basic Concepts of Constructivist Learning Theory | 第33-35页 |
| ·The Revised Bloom’s Taxonomy of Teaching, Learning and Assessing | 第35-37页 |
| Chapter Four Methodology | 第37-40页 |
| ·Aims of the Research | 第37-38页 |
| ·The Qualitative Comparative Analysis and Data Collection | 第38页 |
| ·The Analysis Procedure | 第38-40页 |
| Chapter Five Cases Study of Classroom Multimodal Discourse Analysis | 第40-60页 |
| ·Physical and Environmental Factors of Classroom: the Spatial and Social Relations | 第40-43页 |
| ·The Classroom Layout Analysis | 第40-41页 |
| ·The Teaching Equipment Analysis | 第41-43页 |
| ·Non-verbal Communication Mode Analysis | 第43-44页 |
| ·Body Language Analysis | 第43-44页 |
| ·Other Non-verbal Communication Channels Analysis | 第44页 |
| ·Phase and Modality Selection Analysis | 第44-52页 |
| ·Introduction to Phase and Modality Selection Analysis | 第44-45页 |
| ·The Specific Analysis of Phase and Modality Selection | 第45-51页 |
| ·Summary | 第51-52页 |
| ·Class Activities Analysis | 第52-58页 |
| ·Introduction to Class Activity Analysis | 第52页 |
| ·The Specific Activity Analysis of Four English Teaching Contest Discourses | 第52-58页 |
| ·Summary | 第58-60页 |
| Chapter Six The Framework of Modality-based Teaching Generic Structure | 第60-79页 |
| ·Three Sensory Learning Styles | 第60-62页 |
| ·The Semiotic Resources Integrating in Teaching Process | 第62-68页 |
| ·Factors for Influencing Semiotic Resources Selecting | 第62-64页 |
| ·The Semiotic Resources Available in Teaching Process | 第64-66页 |
| ·The Maximum Effect Principles for Integrating Modalities | 第66-68页 |
| ·The Teaching Schematic Structure | 第68-71页 |
| ·Introduction to the Teaching Schematic Structure | 第68页 |
| ·The Teaching Schematic Structure | 第68-71页 |
| ·The Design of Modality-involved Teaching Activities and Games | 第71-77页 |
| ·Effective Activity Design for Teaching Phases | 第71-76页 |
| ·Sound Game Design for Teaching Phases | 第76-77页 |
| ·Summary of Activity and Game Design | 第77页 |
| ·MTGS and Education Goal | 第77-79页 |
| Chapter Seven Implications and Research Design of Future Study | 第79-87页 |
| ·New Findings and Implications to Teaching | 第79-81页 |
| ·Research Limitations and Design of Future Study | 第81-84页 |
| ·The Reflection on the Evaluation System | 第82-83页 |
| ·The Learner’s Affective Factor Study | 第83-84页 |
| ·The Continuum of Teacher’s Development | 第84页 |
| ·Conclusion | 第84-87页 |
| Bibliography | 第87-91页 |
| Acknowledgements | 第91-92页 |
| 个人简历 | 第92页 |
| List of Publication | 第92页 |
