Construction of the Teaching Model for the "Modern Chinese" Course from a Multimodal Perspective
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i6.4176
Abstract
With the continuous advancement of educational informatization and teaching concepts, multimodal pedagogy has gradually gained attention in language courses in higher education. As a core course for Chinese language majors, "Modern Chinese" has long relied primarily on lecture-based teaching, suffering from problems such as low student engagement and monotonous teaching methods. Based on multimodal teaching theory, this paper integrates various semiotic resources such as language, images, actions, and sounds to design an operational multimodal classroom teaching model for "Modern Chinese." Building on a thorough analysis of course content and student learning needs, it constructs a teaching process of "goal orientation-resource integration-task-driven-multifaceted evaluation," and validates it through specific teaching cases. The study finds that multimodal teaching not only enhances students' comprehension and expression abilities but also significantly increases their classroom participation and comprehensive language application skills. The teaching design proposed in this paper can serve as a reference for the reform of other language courses and provide empirical evidence for promoting the diversification and intelligent development of classroom teaching.
Keywords
multimodal teaching, Modern Chinese, curriculum design, classroom innovation, language teaching
Funding
This research was supported by the 2023 Higher Education Research Project of Lanzhou University of Finance and Economics, titled "Reform and Practice of Teaching Models for Chinese Language Courses in Higher Education Institutions Based on Multimodality"
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[7] GU Yueguo. Dissecting Multimedia and Multimodal Learning. Technology Enhanced Foreign Language Education, 2007, (02): 3-12.
[8] ZHANG Delu. A Preliminary Exploration of the Design and Modal Selection in Multimodal Foreign Language Teaching. Foreign Languages in China, 2010, 5(03): 48-53.
[9] Shen, Y. (2021). Exploring Teaching Concepts and Practices of Business English Courses from a Multimodal Perspective. Research Gate. Retrieved from: https://www.researchgate.net/publication/352002199_tanjiuduomotaishijiaoxiashangwuyingyukechengjiaoxuelinianyushijian
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[11] HE Kekang. Constructivist Teaching Models, Methods, and Instructional Design. Journal of Beijing Normal University (Social Science Edition), 1997 (5): 74-81.
[12] LIU Rude. Constructivism: Views of Knowledge, Learning, and Teaching. People's Education, 2005(17): 9-11.
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[17] Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge University Press.
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