An Investigation Into The Application Of Multimodal Teaching To English Teaching Of Senior High School

As a new concept of modern high school teaching,multimodal teaching has become a hot spot and research focus for many educational researchers.Multimodal discourse analysis theory as a widely recognized theory,is the theory basis of many teaching mode,is also the starting point of multimodal teaching,multimodal discourse analysis theory symbol system including language,text,action,video,image,etc.,and use these symbol system in the classroom,make classroom efficiency greatly improved,also make students’ enthusiasm for learning,and then actively participate,and strive to match between different modes or combination to attract the attention of students,stimulate their interest in learning activities.Due to its relatively short start period and practice time,the domestic research on the multimodal teaching mode mainly focuses on the multimodal topics of English teaching.The investigative research on its application status is relatively few,and the different class type research is rarely involved,therefore,this paper studies the following problems:(1)the overall situation of multi-modal teaching in high school English teaching;the problems of(2)multimodal teaching in high school English teaching;and(3)how to design and choose the modality for different classes.This paper takes the English classroom teaching of a three-star high school in Lianyungang City,Jiangsu Province as a practical case,through collecting and analyzing much data and materials,research methods including recording videos of teaching,observation of classrooms,questionnaires and interviews are adopted,discussed and investigated the general situation of multimodal teaching,for these problems,it provides teaching strategies and measures for the rational application of multimodal teaching in high school English classroom from the teaching content,teachers and students.This paper draws five conclusions through a large number of questionnaires,interview records and classroom video observations:(1)Multi-modal teaching,as a new and multi-functional teaching method,is widely used in high school English classes;(2)In the English classroom,the language mode is the most frequently used mode,relying on sound to teach content is still the mainstream way of class;teachers emphasize the importance of the use of PPT courseware and books.(3)Depending on the different classroom types,teachers will also make different modal choices about teaching and classroom design.In addition,ages for teaching of teachers,teaching experience,character,sex and gender vary,and they choose different types of modes.(4)Students’ patterns and patterns in class show different responses and learning behaviors;students have different expectations for different body language,gestures,insufficient facial expression or too rich body language will affect their understanding;(5)teachers do not pay attention to modality and multimedia,making and choose multimedia courseware.In the face of the above problems,combined with the use of multimodal teaching in class,this study gave the following suggestions:(1)Teachers should choose different modes according to the content and class type taught in the classroom;the combination and collocation of modes should take into account the actual teaching reality,such as the student level of understanding.(2)as far as the teachers are concerned,teachers should learn and enrich the theoretical basis and guidance related to multimodal mode,strengthen the training of multimedia science and technology;after class,students’ feedback and classroom performance should be used to reflect on the whole class,so as to summarize the best mode and combination suitable for the class type and content of this class,and improve the classroom efficiency of multimodal teaching;resource sharing can be done between teachers,communicate and learn from each other;teachers should connect the methods of traditional teaching with the methods of modern teaching reasonably;teachers should communicate more with students,understand the students’ aspirations for learning;(3)As for students,Students should enhance their multimodal adaptability to the classroom and multimedia courseware;they also should communicate more with teachers after class,and put forward their own opinions for the teachers.Afterwards,because of many limitations,there is lack of samples,and the research time is not long enough,and there are still many defects of this paper.Therefore,the relevant research topics required in the article still need to be further deepened and extended.