Research On The Mode Transfer Of Primary Chinese Comprehensive Class Teaching

"Multimodal" refers to compound discourses with multiple modalities,such as pictures,music,and video,in addition to text,and "multimodal teaching" refers to the comprehensive use of multiple channels such as language,vision,hearing,and body language Teaching method to input,deepen students’ understanding and improve teaching efficiency.This paper combines the theory of multimodal discourse analysis,the theory of input hypotheses,and the "principle of multimodal selection in foreign language classrooms" and "the synergy between modalities" proposed by ZhangDelu.The three classroom teaching videos of the elementary comprehensive lessons in the case are used for data annotation and analysis.They are investigated from two aspects of Chinese classroom teaching links and modal types,and explore the types of modalities used by teachers in the classroom teaching of elementary Chinese comprehensive courses.The main types of modalities and the principles and methods of collocation between modalities are aimed at providing some reference models and experiences for Chinese teachers in the same type of classroom teaching by studying the modal calls of outstanding cases.This article is divided into five parts: The first part is the introduction,which elaborates the research background,research purpose,research review,theoretical basis,research methods and research ideas.It focuses on distinguishing the concepts of "multimodal" and "multimedia" and introduces The “Principle of Modal Selection”and “Synergistic Relations among Modalities” proposed by ZhangDelu are the theoretical basis and principles of this article’s research;the first chapter describes the research objects and research issues,and adopts multi-modality for the comprehensive course of elementary Chinese The feasibility of the teaching is analyzed,and the specific operation steps of the multi-modal discourse analysis software ELAN are shown.The second chapter uses the ELAN software to make statistics on themulti-modal call conditions of the three videos and then analyzes: According to different teaching In the link,Chinese teachers will choose different modal matching principles for teaching,and according to the characteristics of each modal type,teachers will selectively match according to the content and goals of the teaching.Chapter 4 is based on the results of the previous analysis.Put forward specific suggestions on the two aspects of classroom teaching and modal types of comprehensive courses to provide reference for Chinese teachers;Part is the conclusion,summarizes the conclusions of this study,and refers to the innovation of this paper and shortcomings,that follow-up studies provide a frame of reference.The research in this paper shows that in the comprehensive course of elementary Chinese,the main mode of an excellent Chinese teacher is a language mode,especially the teacher’s spoken mode.Other modes such as visual mode,auditory mode,body language mode,and physical mode affect the main mode.State plays a role of complementation,coordination and strengthening.Chinese teachers use the synergistic mechanism between modalities to comprehensively consider the characteristics of classroom teaching and the types of modalities,coordinate the arrangement of modalities,and express conceptual,discourse,and interpersonal meanings.The innovation of this article is to select representative and excellent Chinese teaching videos as the research object,and use ELAN to analyze the modal call of each teaching link of the elementary Chinese comprehensive course.The research results can make Chinese teachers achieve the teaching goals more effectively.The shortcoming is that the choice of modal types in this article is not comprehensive enough.I will do further research in subsequent work.