Research On Online One-on-One Elementary Chinese Character Teaching Based On Multimodal Theory

With the increasing development of modern multimedia information technology,multimodal teaching is also increasingly applied to international Chinese teaching.“Multimodality” is a term derived from communication studies and social semiotics,which refers to the diversity of using multiple communication symbols to present information in the process of information transmission.Multimodal teaching refers to the use of multiple modes such as visual,auditory,tactile,and gustatory in the teaching process,mobilizing learners multisensory participation in learning.This teaching method can help teachers and students achieve the best teaching effect through the complementary,strengthening,and synergistic effects among different modes,thereby enabling students to better understand and absorb the content they learn.As an essential part of Chinese culture,Chinese characters play a crucial role in teaching Chinese and promoting Chinese culture.However,traditional Chinese character teaching requires a lot of time and practice,and there are situations where learners only learn Pinyin but not recognize characters,which prevents them from delving deeper into learning Chinese.Therefore,designing vivid and effective Chinese character learning methods has become a new focus of international Chinese education.This thesis uses case study,experimental,and interview methods to explore the feasibility and effectiveness of the multimodal Chinese character teaching mode.Firstly,this thesis expounds on the research background,significance,and related studies on Chinese character teaching and multimodal theory at home and abroad,outlines the multimodal theory,and discusses the feasibility of multimodal in language teaching and Chinese character teaching.Secondly,based on the characteristics of Chinese characters,this thesis classifies and elaborates on some typical Chinese characters in visual,auditory,gustatory,olfactory,tactile,and cross-modal categories,and proposes the principle of mode selection for Chinese character teaching based on the modal classification of Chinese characters.After that,this thesis designs a multimodal Chinese character teaching based on the modal characteristics of the selected Chinese characters and the principle of teaching mode selection.Six Chinese beginner-level learners were selected as the research subjects,divided into a control group with traditional teaching mode and an experimental group with multimodal teaching mode,and carried out a 9-week one-on-one online teaching experiment.After the experiment,interviews were conducted with three students in the experimental group to test and evaluate the effectiveness of the multimodal Chinese character teaching design.Finally,based on data analysis and experimental experience,the thesis summarizes three advantages of multimodal teaching:(1)Conducive to reducing learners’ fear of learning Chinese characters;(2)Conducive to stimulating learners’ interest in learning Chinese characters;(3)Conducive to understanding and memorizing Chinese characters and improving the teaching effect of Chinese characters.Based on these advantages and limitations,the article proposes six teaching recommendations:(1)Design multimodal Chinese character teaching based on the characteristics of Chinese characters themselves;(2)Combine Chinese character formation principles and rationale in multimodal Chinese character teaching design;(3)Give full play to teachers’ subjective initiative in teaching;(4)Value student autonomy and creativity in teaching;(5)Integrate multimodal teaching with real-life situations;(6)Attach importance to the creation of a multimodal teaching resource library.The thesis hopes to provide a new idea and method for online Chinese character courses at the international Chinese beginner level in the future.