A Study On The Current Situation Of Developing "Viewing" Skills In Primary School English Multimodal Discourse Teaching

The English Curriculum Standards for General High School(2017 Edition)and the English Curriculum Standards for Compulsory Education(2022 Edition)have added "viewing" as the fifth language skill after the four language skills of "listening,speaking,reading and writing".This is in line with the development trend of multimodality in English in the new era and the objective requirements for the training of future language talents.At present,research on "viewing" skills is gradually emerging at all levels of English teaching,but little research has been conducted focusing on the primary level.As the initial stage of English learning,elementary school students are mainly visual thinkers.Therefore,research on the development of "viewing" skills has certain theoretical and practical significance.This study takes multimodal English teaching in elementary schools as the starting point and selects two elementary schools in Fujian Province as the research subjects.The study found that the problems in the development of "viewing" skills in English multimodal discourse teaching in the upper grades of two elementary schools mainly include three aspects: teachers’ lack of professionalism and lack of professional development;students’ low level of language thinking and inefficient learning;and the lack of curriculum development and absence of implementation evaluation.In-depth analysis of the causes of the problems shows that the main reasons for the problems are: first,teachers’ lack of teaching development and weakness of further training,i.e.,weakness in enhancing English professional theory and knowledge skills;insufficient effectiveness in improving teaching information literacy and competence;and ineffective professional further training and dependent development.Secondly,the prevalence of students’ learning behaviorism and the absence of cognitive constructs,i.e.,the significant limitation of "viewing" skill acquisition awareness;the prevalence of "viewing" skill acquisition mode habit;the absence of "viewing" skill acquisition thinking Logic is missing.Third,there is a conflict between curriculum organization,design and development and implementation organization,i.e.,there is an imbalance in the content of "viewing" skills in the textbook;classroom teaching is superficial in the development of "viewing" skills;and the implementation organization is conflicting in the development of "viewing" skills.Evaluation conflicts.Based on the causes of the problems,this study proposes corresponding strategies for improvement.Firstly,teachers are motivated to develop their professionalism and actively attach themselves to them,and they are motivated to develop their English professionalism;enhance their teaching information literacy skills;to actively attach themselves to their academic peers for further study;secondly,students’ English acquisition strategies are improved and their paths are optimized,and they develop an awareness of "viewing" skill acquisition;to innovate the "viewing" skill acquisition model;and to construct a "viewing" skill acquisition model.The second is to improve students’ English acquisition strategies and optimize their paths,develop an awareness of "viewing" skill acquisition,innovate "viewing" skill acquisition mode,and construct "viewing" skill acquisition thinking.Third,the reconstruction and reconstruction of the cooperative mechanism of curriculum organization,collaborative enhancement of "viewing" skill course content;systematic upgrading of "viewing" skill training level;cooperative reconstruction of "viewing" skill evaluation organization.The purpose of this study is to reconstruct and reconstruct the cooperative mechanism of "viewing" skill curriculum;systematically enhance the level of "viewing" skill development;and cooperatively reconstruct the "viewing" skill assessment organization.