Multimodal Discourse Analysis Of Cultural Micro-class

Micro courses are an emerging teaching model that has emerged in response to the development of the times and plays a crucial role in the modernization of education.Excellent micro course works have become effective teaching resources.In micro lessons,teacher discourse is the most important way for teachers to convey information to students,but images,text,videos,and audio can also transmit information under certain conditions,which reflects the multimodal discourse characteristics of micro lessons.In the field of international Chinese language education,major online cloud platforms are actively organizing micro course competitions.The National Graduate Chinese Micro Course Competition is currently one of the largest and most representative Chinese micro course competitions in the international Chinese education industry.Many excellent cultural micro course works in the competition also have their own characteristics in multimodal use.This article takes eleven award-winning micro courses such as "Let’s Take the Subway Together" and "The Things of the Low Head Clan" from the third National Graduate Chinese Micro Course Competition as the research objects.Based on the theory of multimodal discourse analysis,the modal symbol usage of these micro course works is analyzed from multiple perspectives using ELAN6.4 multimodal analysis software.Based on the analysis results,the collaborative relationship between different modalities is further explored.The research found that these excellent cultural micro courses have the following characteristics in multimodality: diverse forms of cultural expression,obvious multimodal characteristics,emphasis on cultural content,reasonable use of modes,multi-level display and multi angle interpretation of cultural content,focus on cultivating students’ awareness of cross-cultural communication,guide students to think deeply,and cultivate students’ critical thinking,multimedia innovation and art elements.Meanwhile,this article selects the micro course "Teacher Yu’s Folk Song Classroom" for meaning segmentation,which is divided into four stages and twelve events to explore the modal relationship and overall meaning construction of cultural micro course works.Research has found that the coordination between modal symbols in this micro lesson follows the principle of positive effects,with "complementary" relationships such as "reinforcement primary and secondary" and "reinforcement prominent" as the main modal relationships.Some "non complementary" modal relationships create a relaxed and enjoyable learning atmosphere,enhancing learners’ sense of experience.The cooperation between various modalities follows the principle of positive benefits,and through various technical means,they cooperate with each other to jointly achieve the overall meaning expression of micro courses.Finally,based on the above analysis of excellent cultural micro courses,we have drawn the following inspirations: content oriented,with clear goals;Following the principle of modal usage,balancing and integrating multiple modalities;Emphasis on interactive participation and emotional resonance;Guide and cultivate students’ cross-cultural thinking;Pay attention to feedback and invite students to participate in multimodal design.We hope that through research,we can help frontline Chinese language teachers use various modalities in the design and production of micro courses,leverage their advantages,achieve the best teaching results,and promote the construction of high-quality resources for international Chinese education and cultural micro courses.