Action Research On The Application Of Multimodal Teaching In International Chinese Interest Course

Multimodal teaching refers to the process in which teachers use multimodal symbol resources to fiully mobilize students' multiple sensory systems to participate in learning.It is based on the multimodal discourse analysis theory,which emerged in the western countries in the 1990s.It is developed from the research results in the fields of social semiotics,traditional discourse analysis and Halliday,s systemic functional grammar.Multimodal teaching uses a variety of channels and teaching methods to create an interesting,student-centered,relaxed and active teaching environment,and mobilize the enthusiasm and initiative of learners to participate in the teaching interaction.The traditional teaching mode of TCFL,which focuses on Teachers' language and characters,is boring for the interest class,which directly affects students' interest in learning and the improvement of Chinese level.The flexible and diverse teaching methods and new and interesting teaching forms of multimodal teaching help to enrich the input channels of students,mobilize their interest in learning,enhance their confidence in learning,activate the classroom atmosphere,and effectively improve the overall teaching effect.However,the research on multimodal teaching is still in its infancy,and it mainly focuses on English teaching,and the applied research in the international Chinese interest class is even less.In this paper,multimodal teaching is introduced into the teaching of Chinese as a f'oreign language interest course.Based on the actual situation of the author's Chinese teaching,through summarizing the previous research results,reflecting on their own teaching situation,and using the method of action research,the teaching action research of nearly one academic year has been carried out with the comprehensive Chinese interest course of Vidin under the Confucius Institute in Sofia,Bulgaria as the research object.The research is divided into two stages.Each stage is based on the process of finding problems,analyzing problems,making plans,implementing plans and summarizing reflection.Classroom observation(classroom recording),teaching relection(Teaching log),teaching design,case analysis and questionnaire survey on course satisfaction are used as the basic methods to study and process data,and they are unified The purpose ot this paper is to solve the most urgent teaching problems,improve teaching continuously and optimize teaching effect:(1)multimodal teaching under the guidance of multimodal discourse analysis theory has a strong enforceability and operability in the practical application of international Chinese classroom;(2)multimodal teaching can effectively improve the Chinese learning of interest class students The comprehensive level of learning;(3)multimodal teaching will fully stimulate students' interest and motivation in learning Chinese,and improve their confidence in learning Chinese.Compared with the traditional teaching mode dominated by pure language,they prefer and recognize multimodal teaching.Finally,the paper puts forward some problems that should be paid attention to when using multimodal teaching in the international Chinese class,and gives some suggestions.It is hoped that this study can provide some reference value for the application of multimodal teaching in international Chinese classroom teaching in the future.