| Audio-visual-oral teaching materials are compiled with audio-visual resources as the main content of teaching,but in actual teaching,audio-visual resources are often used as the introduction content of teaching or as a way to arouse learners’ interest,ignoring the subjectivity of audio-visual resources,and lacking analysis and utilization of a large amount of metaphorical information contained in audio-visual resources.This thesis selects the series of teaching materials of China Focus(Intermediate)as the research object,analyzes the visual metaphor phenomenon in audio-visual-oral teaching materials from three aspects,the statistical analysis of teaching materials’ image resources,the forms of visual metaphor,and the functions of visual metaphor,and puts forward the enlightenment for practical teaching.The first chapter makes a statistical analysis of the main subject and video materials of the textbook,and obtains the characteristics of the image resources of the textbook.The types of video materials are selected according to the difficulty division of the textbook.Images in the video materials of the Intermediate(I)are more abundant than the intermediate(Ⅱ),and the main genres are microfilms and sitcoms,visual metaphors mainly exist in such video materials.While news,documentary and other genres are relatively simple.The second chapter selects the visual metaphors in the textbooks,deconstructs the images in detail,and classifies the visual metaphors into four types according to the story elements: object metaphors,scene metaphors,role metaphors and color metaphors with cross-cultural differences.Through the analysis of the forms of visual metaphor,the third chapter summarizes the following functions of visual metaphors in teaching Chinese as a second language: metaphor the plot information in the picture,and connect the plot through the contrast of the image before and after as well as the repeated elements;through visual metaphor,complex and unfamiliar language information and cultural connotation are transformed into vivid and familiar visual images for learners;by interpreting the visual metaphor information in Chinese context,students can understand the thinking logic of Chinese,thus forming the Chinese cognitive model;visual metaphors can also reduce the impact of culture and imperceptibly make learners understand and accept Chinese culture.The thesis puts forward suggestions and enlightenment for teaching from three directions of teaching methods,teaching content and textbook compilation.In terms of teaching methods,it breaks away from the inherent indoctrination teaching mode,divides teaching modules according to the visual metaphor in the visual resources,and inspires learners to actively explore the visual metaphor phenomenon in the video.In terms of teaching content,we should not only stay in the study of image and language structure,but also take into account all kinds of information contained in visual metaphor,and go deep into Chinese thinking mode and cultural information.In terms of textbook compilation,visual metaphor is regarded as one of the criteria for judging the feasibility of material selection.Screening visual metaphor in video resources during material selection can make video resources more consistent with the requirements of textbook compilation in terms of difficulty and knowledge content. |
