A Study On The Intersemiotic Nature Of Multimodal Discourse Based On The Chinese Teaching Micro-lecture Competition

In the context of the "micro era",micro-lectures,which combine unique advantages such as contextualization,fragmentation,and personalization,have become a popular new online shared learning resource in the field of teaching Chinese as a foreign language.In view of the fact that the impact of the new crown epidemic at home and abroad has not been completely eliminated,it is expected that the popularity of online Chinese teaching may continue for some time in the future.The emergence and development of micro-lectures conform to the new trend of information resources development at the current stage,and it is also a major research hotspot in the field of education.With the rapid development of multimedia technology and the diversification of communication methods,the theory of multimodal discourse analysis has made people gradually pay attention to the role of different symbols in meaning construction and discourse understanding,and also provides a new research perspective for the evaluation and analysis of micro-lecture teaching videos..However,the existing research results in China mostly focus on the multimodal analysis of static genres such as advertisements and posters,while there are relatively few studies on dynamic multimodal discourses that carry out meaning construction in dynamic scenes.As a typical representative of dynamic multi-modal discourse,the micro-lecture that integrates multiple modal symbol systems has a very important research value in its multi-modal design ideas and discourse performance.Based on the theory of multimodal discourse analysis,this paper selects the winning works of the first three national postgraduate Chinese teaching micro-lesson competitions as research objects.Through qualitative research methods,the inter-modal discourse symbol inter-modality research is carried out on the award-winning micro-courses,focusing on the analysis of the multiple modal symbols used by excellent micro-courses for teaching Chinese as a foreign language and the interrelationship between different symbols for the construction of teaching significance,and on this basis,the role and effect of multimodal symbols such as images,sounds,and postures in the teaching of Chinese micro-courses are further explored.The whole text is mainly composed of five parts:the first chapter of the introduction briefly explains the research background and significance,research problems and methods,micro-courses and multimodal discourse analysis,and this part can be regarded as the basis for the full-text research.The second chapter is the multimodal use analysis of the award-winning micro-course.The author first sorted out the overall situation of the entries of the previous three micro-lesson competitions,selected 182 individual micro-course works as research samples,and after observation and summary,the overall use of multi-modality of the award-winning micro-courses was obtained,and combined with the third special prize "Emphasis sentence is..." to carry out a specific case analysis.The third chapter is a multimodal discourse interfunction research based on the award-winning micro-course,which summarizes the multimodal discourse types and their corresponding symbol systems such as visual modes,auditory modes and other modes involved in the micro-course.The application of multimodality through the distribution and relationship of multimodal symbols in micro-lessons will have a positive impact on teaching such as creating real contexts,developing multiple intelligences,and stimulating teachers’creativity.Chapter 4 deals with questions and implications.In the course of this research,we found some noteworthy problems,such as the immature teaching practice of the current Chinese micro-course,the weakening of teaching advantages,and the difficulty of matching resources for learners.The above problems enlighten all experts and scholars in the field of Chinese as a foreign language and front-line teachers to pay attention to strengthening the application effect of micro-courses in teaching practice,rationally developing and using teaching resources,and creating a good multimodal learning situation.The last section is the conclusion of this article.In view of the shortcomings in this study,the author proposes the idea of applying multimodality to the context of micro-lessons.As an extension of this research,this paper also makes a reflection on how different forms of multimodal discourse should be used in the teaching of Chinese micro-lessons,in order to provide some suggestions for the design.production and teaching practice of Chinese micro-courses as a foreign language from a practical point of view.