Instructional Design Of Elementary Chinese Vocabulary Based On Multimodal Theory

With the development and popularization of multimedia teaching technology,multi-modal teaching methods are increasingly common in Chinese teaching,and its advantages are self-evident.The multi-modal PPT demonstration teaching mode is a multi-modal teaching method mainly used in the Chinese teaching of the Confucius Institute of Hassan ? University in Morocco,but the teaching effect in practice is not satisfactory.This is mainly related to improper teaching methods and modal selection in multi-modal PPT demonstration teaching,and improper design during the construction of PPT courseware.Based on the theory of multi-modal discourse analysis,based on the fundamental idea of "design",this article uses the teaching design of the vocabulary teaching part of the Comprehensive Chinese Course of the Confucius Institute of Hassan ? University in Morocco as an example to explore the theory of multi-modal discourse analysis in Chinese specific practices and applications in the field of instructional design.This article first sorts out the three related concepts of the theoretical basis and theoretical framework of multimodal discourse analysis theory,the design framework of multimodal foreign language classroom teaching,and the teaching model of multimodal PPT demonstration teaching.Then through the analysis of the results of the questionnaire,we summarized the problems related to the use of modal and teaching methods in the vocabulary teaching of the Confucius Institute of Chinese Elementary Chinese Class:The modal choices in the classroom are mostly redundant,or the relationship of exclusion and cancellation;the teaching method is single.Ignore Chinese character recognition and writing exercises.Then from different perspectives,the feasibility of applying multi-modal theory to Chinese vocabulary teaching in the Confucius Institute where the author is located and the necessity of using multi-modal teaching methods are analyzed.Then,the learning styles of Moroccan learners are summarized by analyzing the results of the relevant questionnaires:visual,active,perceptual,and sequential.Among them,the visual type is the most prominent.Then,according to the learning style of Moroccan learners and related issues in vocabulary teaching,the teaching design was centered on the current textbook "HSK Standard Course 2".The teaching design is mainly presented in two ways:the overall design based on the teaching methods of different teaching links and the modal selection and combination;and the teaching design examples for the vocabulary part in Lesson 12 "You Dressed Too Little".Finally,the full text is summarized.This research is based on the author's relatively successful teaching practice in the academic year,and comprehensively summarizes the teaching methods and modal combinations that are affirmed by students and colleagues in teaching.Finally,it is reflected in a teaching example.I hope that it can provide some new ideas and ways for elementary Chinese vocabulary teaching at the Confucius Institute of Hassan II University in Morocco,and provide some help for novice teachers' pre-class design.