A Study On The Application Of Domestic Animated Films In Audio-Visual-Oral Teaching Of Chinese

The traditional teaching methods of Chinese as a foreign language cannot cultivate students’ communicative ability efficiently and happily.It has become the common pursuit of teachers and students to create an efficient classroom that is relaxed,pleasant,vivid and intuitive.The audio-visual-oral teaching with practical significance has been attached great importance.Owing to its own characteristics,animated films are suitable for audio-visual-oral teaching resources,since they have incomparable advantages over other film and television resources.Taking the high-quality domestic animated film Ne Zha as an example,this paper first analyzes the language knowledge,cultural knowledge and communication features involved in the film,to look for an access point to combine it with teaching.Then,by further integrating theory with practice,intercepting the clips suitable for teaching in the film,under the guidance of multi-modal theory,constructivism learning view and input hypothesis,teaching design and teaching practice are carried out.Through document analysis,textual analysis,qualitative analysis,and teaching practice,the feasibility of introducing domestic animated films into the classroom is verified,the advantages and disadvantages of this teaching model are summarized,and suggestions are made to avoid negative effects.The present study has found that Chinese-produced animated films have the feasibility to be combined with auditory,speech,and visual elements and possess various advantages.Using animated films in teaching has the following advantages: firstly,it can serve as a means of teaching management to make up for online teaching deficiencies,enrich the form of teaching resources,and realize the stereoscopic presentation of teaching resources;secondly,it provides students with objects for sense-making.Students can make sense of the movies based on their knowledge background and through collaborative dialogue with teachers to solve problems and gain knowledge,thereby cultivating students’ self-learning ability;thirdly,animated films as audio-visual materials can provide context for teaching,make up for the deficiencies of language elements and difficult-to-understand cultural aspects,and facilitate students’ learning of various language elements.Finally,the standard pronunciation and clear enunciation of the voice actors in animated films serve as excellent examples for students to imitate.Using animated films as listening materials enriches the diversity of resource forms,guiding students and teachers to share what they see and hear and improving their listening and speaking abilities.Various peculiar images can be easily displayed in animated films,breaking the constraints of time and space,giving students a sense of beauty,and subtly enhancing their cultural understanding ability.However,this teaching method also has its drawbacks,such as requiring high levels of modern instructional technology application and classroom management abilities from teachers,not being suitable as a teaching resource for all students,and being prone to becoming formalistic in teaching.In response to the problems that may arise,it is recommended that teachers carefully select and edit animated films based on selection principles before class,and draw students’ attention back to the teaching content by marking on the subtitles.Teachers should also adequately prepare before class,set specific teaching goals,and keep the goals during the teaching process and play their leading roles as teachers.Jointly with professionals,a video teaching resource repository supporting search,marking,and discussion functions can be established to achieve resource sharing.