| Under the influence of COVID-19,the international Chinese teaching mode has shifted from offline to online.The innovation of online teaching methods in international Chinese education has become one of the research focuses in the field of international Chinese education.In this context,based on the theory of multimodal discourse analysis,this study carries out an empirical study on the innovation of cultural teaching in online Chinese teaching.Based on the review of relevant literature and research results,focusing on the problems of the traditional teaching methods in online Chinese culture teaching,such as the single mode,less interaction between teachers and students in online teaching,and weak cultural experience of online cultural classes,the concept of "multi-modal teaching mode" and relevant cases are introduced,while combining the offline and online "dual-teacher classroom" teaching method.That is to say,the online teacher is responsible for explaining knowledge and the offline assistant teacher is responsible for the orderly progress of classroom activities to realize the classroom activity part of online cultural teaching,which enhances the cultural experience of online cultural teaching.Then,the value and feasibility of online Chinese cultural courses with multi-modal teaching mode are analyzed by taking the teaching design as a case study.To provide the corresponding academic response to the teaching innovation of Chinese culture courses in international Chinese education.This study is divided into three parts.Firstly,relevant research results of multi-modal discourse analysis theory,online Chinese teaching and Chinese culture teaching are reviewed,and research content and methods are determined.Secondly,by summarizing the basic situation of multimodal teaching of online Chinese culture teaching,this paper tries to explain the principles and characteristics of multimodal teaching as well as the correlation and selection between different modes.Finally,through the teaching case design of "tea" culture course,and through the analysis of students’ feedback and evaluation of the teaching mode,the problems in the practical teaching application process of the teaching mode are revealed,and finally the corresponding teaching enlightenment is concluded.The research shows that the teaching of Chinese culture in the major of international Chinese education should follow the teaching principle of "step by step".The multi-modal teaching method presents the characteristics of multi-mode input and flexible application of teaching resources in the teaching process,which has the advantages of attracting learners’ attention and enhancing their learning effect,especially the application of "dual-teacher classroom" teaching method.It is helpful to avoid the problems such as insufficient teacher-student interaction and cultural experience in online teaching.The application of multi-modal teaching method is conducive to making up for the shortcomings of online teaching in the application of teaching resources,and can stimulate students to "experience" Chinese culture from multiple dimensions such as seeing,listening,touching and smelling.Of course,the multi-modal teaching mode is also restricted by multiple factors such as multimedia technology,digital technology,offline teachers and other teaching resources and technical equipment.In conclusion,as an innovative research on international Chinese education in the new era,the multi-modal teaching method in this study has certain enlightenment significance. |
