The Vocabulary Teaching Design Of Teaching Chinese As A Foregin Language Based On The Multimodality

Multimodality,means multiple modalities,including visual,auditory,tactile modalities,and so on.It can be said that the multimodal teaching mode is the product of the continuous development of the multimodal discourse analysis theory itself.It engages interactive teaching by mobilizing learners' various sensory organs and multiple symbols.At present,the academic circles at home and abroad are not very concerned about the multimodal teaching research in the field of teaching Chinese as a foreign language.Among them,the multimodal research on the teaching of intermediate and advanced vocabulary is rare.Choosing to apply multimodal theory to vocabulary teaching in the middle and advanced stages is theoretically helpful in exploring the scope of multimodal research and enriching the teaching of vocabulary teaching in Chinese as a foreign language,and improving the efficiency of vocabulary teaching in the classroom of Chinese as a foreign language.It is important to improve the boring classroom learning atmosphere and to stimulate Chinese learners' interest in learning Chinese.In order to break through the longterm single-modal vocabulary teaching mode in the classroom,this paper mainly uses HSK high-level vocabulary as an example to select idioms,synonyms,antonyms and some online hot words,and based on matching,conciseness,interest,and education.In principle,multi-modal images are designed by means of PS mapping technology.In the process of exploring the multi-modal teaching method of middle and advanced vocabulary,this study takes some foreign students as the experimental teaching object,uses vocabulary as the research content to carry out vocabulary teaching design,and teaches the multi-modal mode teaching effect and the teaching of Chinese as a foreign language.The effect is compared.Judging from the test scores and the results of surveys and interviews with the students,multimodal teaching has a certain role in promoting the middle and high level vocabulary learning of international students.It emphasizes learnercentered focus on the transmission of information between those symbolic resources and the learner's own senses.In addition to allowing students to better grasp the vocabulary,it has a special effect on improving the classroom atmosphere and enhancing students' interest in learning.Finally,I hope this study can provide some reference for the application of multimodal teaching mode in vocabulary teaching in the middle and advanced stages.