Teaching Design Of Intermediate Chinese Comprehensive Coursei Learn Cenerosity In China Based On Multimodel Theory

The multimodal strategy is a teaching model that fits in with the concept of multiple intelligences.Communicating with the external environment through language forms,each set of interactions in the classroom is multimodal,requiring teachers to use various forms of resources in the classroom to fully engage each of the learner’s senses and facilitate the transfer and acquisition of what is being learnt in the interaction.The information age offers a richer teaching tool for multimodal teaching and learning,With improved use of images,videos,music,the internet,and role play to pique students’ interest in learning and create a multimodal mix of text materials,literature,color,sound,and pictures.The ability to connect the contextual sentences in a passage or chapter in order to comprehend the meaning of the text is missing in intermediate-level Chinese learners,who have a basic foundation in listening,speaking,reading,and writing.In order to improve teaching efficiency and students’ interest in learning,the multimodal teaching model offers useful teaching tools,such as examples of how chapters and passages should be organized,understandable feedback on semantic coherence,tips on omissions,and practice combining expressions.The teaching and learning process for the Development Chinese Intermediate Comprehensive Course 1,Lesson 7,I Learn Generosity in China,"which is based on the multimodal character of the learning environment,is designed using this novel pedagogical model.In order to determine the research methodology,the current state of research on multimodal theory and teaching design for intermediate Chinese integrated lessons is examined first.The importance of the teaching design is then explained from both theoretical and practical perspectives.The foundation of the instructional design is then described.On the one hand,the use of multimodal theory,learning theory and the second language acquisition hypothesis in the teaching design is analysed;on the other hand,the guiding role of the principles of intuitiveness,consolidation,progressivity and teaching to the learner is analysed,based on the teaching content and learner characteristics.In an integrated intermediate Chinese class,the viability of multimodal theory is investigated in terms of learning levels,teaching goals,and teaching methods and teaching content.Additionally,the pertinent elements and general structure of this lesson are addressed.The teaching environment,individual learner variables,and the teaching materials are among the pertinent factors that are discussed and analyzed.The overall design of I Learn Generosity in China has two parts: first,an introduction to the teaching content,priorities,objectives,methods,and teaching aids;second,a description of how I Learn Generosity in China is presented in lessons and the design principles.Finally,using a checklist and a questionnaire,we will determine the learners’ learning effects and,in conjunction with the teachers’ own reflections on their teaching,we will present the issues that should be considered in the design of teaching under the guidance of multimodal theory,as well as teaching suggestions.This study is intended to serve as a case study for the teaching of integrated Chinese language classes in a multimodal teaching mode.