A Study About The Cultivation Of "Viewing" Based On English Multimodal Discourse Teaching In Junior Middle School

With the dawn of the era of image reading,a wide variety of image resources have flooded our lives and play an important role in people’s acquisition and processing of information due to their advantages of intuitiveness,speed,and cost-effectiveness."Reading images" has become a necessary cognitive mode,and "visual literacy" has become one of the essential basic abilities for the general public in this era."Viewing" is the core component and key indicator of "visual literacy",and the cultivation of "viewing" has gradually entered the field of educational reform.In April 2022,the Ministry of Education of the People’s Republic of China issued the "Compulsory Education English Curriculum Standards(2022 edition)",and set new requirements for the development of "viewing",pointing out that the materials for "viewing" are graphics,tables,animations,symbols,and videos in multimodal discourse.Therefore,the cultivation of "viewing" should not be limited to single-modal resources,and the content of "viewing" presented by teachers should be multimodal.Multimodal discourse composed of multimodal resources is an important carrier.It has become urgently important for English teachers to investigate ways to expand their thoughts about "viewing",challenge conventional thinking about English teaching,and cultivate students’ "viewing" ability by depending on multimodal discourse.This study reviews a large number of domestic and international literature related to the visual literacy,"viewing",and multimodal discourse.Based on Multimodal Discourse Analysis theory,Dual Coding Theory,Taxonomy of Educational Objectives(cognitive field),this study employs four research methods,including questionnaire survey method,classroom observation method,interview method,and case analysis method,to investigate the cultivation of "viewing" in English multimodal discourse teaching.Starting from the teacher’s perspective,this study explores the current situation of the cultivation of "viewing" based on multimodal discourse teaching in junior middle school,investigates teachers’ cognition and teaching attitude to "viewing",the use of resources for "viewing",and the development of awareness and skills for "viewing",summarizes the teaching experience of "viewing" ability through typical cases and analyzes teaching implementation difficulties.Based on the results of the above research,put forward practical and effective strategies and suggestions.In this study,the overall situation is generally general in terms of the cultivation of "viewing" ability based on English multimodal discourse teaching in junior middle school.Specifically,teachers have positive attitudes toward teaching "viewing" ability,but their overall knowledge is still not comprehensive;there are abundant types of "viewing" resources,but there are misconceptions in the specific design;teachers do not invest enough in the awareness of "viewing" and do not pay attention to the internal balance of "viewing" skills;there are various scenarios for teaching "viewing" ability,but the activities lack organic integration.In addition,this study selects classroom observation cases in which teachers designed the activities of "viewing" through text,pictures,videos and mind maps,and summarizes the teaching experience of cultivating the ability of "viewing".Based on the interviews with teachers,the difficulties faced in teaching implementation are analyzed from four aspects: insufficient theoretical preparation of teachers,lack of teaching practice guidance,limited teaching resources and materials,and lack of teaching evaluation standards.Based on the current situation of cultivating the "viewing" ability based on English multimodal discourse teaching in junior middle school,and in combination with teachers’ experience and difficulties in teaching implementation,this study puts forward suggestions from four aspects of theoretical training,practical guidance,teaching resources and teaching evaluation.It includes the following four aspects: carry out the theoretical training of "viewing" ability to deepen teachers’ cognition;optimize the instructional design of "viewing" ability to guide teaching practice;develop teaching materials for "viewing" ability and support with resources;determine the "viewing" ability evaluation criteria and improve the evaluation system.