Multimodal Teaching And Experimental Research Of Elementary Chinese Reading And Writing Course

In Chinese teaching,"reading and writing" is an important part of the four skills.However,the current research on elementary reading and writing teaching is relatively less,the reading and writing ability is difficult,and the task of teaching of reading and writing is heavy,unable to achieve the expected effect.In recent years,multimodal theory has gradually received attention,and more and more studies have proved that this theory is suitable for Chinese teaching.Therefore,the author attempts to apply the multi-modal theory to the elementary reading-writing class,changing the current situation,and providing a reference for future study.This article is divided into six parts.The first part is the introduction.The author expounds the research significance,research status,and research methods of this article.The second chapter introduces the concept of multimodality,theoretical sources,types of multimodality,principles of usage,and teaching mode and other aspects.Chapter 3 uses questionnaires and interviews to investigate the current problems in elementary reading-writing class,the status of multimodal use in class,and students' preferences for each modality,that as a follow-up design for multimodality teaching.In Chapter 4,the author treated Bangladeshi students as teaching objects,uses Chinese Elementary Reading and Writing I as textbook,and uses the lesson 12 Spring Summer Autumn Winter as an example to show a theory based on multimodality,as an examples of primary reading-writing teaching.Chapter 5 compares and analyzes the three sets of data: ordinary grades,mid-term grades,and final grades,and summarizes and reflects on teaching experiments based on the opinions of students,teachers,and listening teachers,and then makes recommendations based on their advice.The last chapter is Conclusion,summarize the achievements and shortcomings of this article.