The Construction Of Multi-modal Picture Book Lessons In Primary English Picture Book Demonstration Classes

Primary picture book teaching,as a useful supplement to primary school English reading teaching,is used by more and more primary school teachers.The teaching methods that make full use of and integrate multiple modals break through the limitations of traditional classrooms and provide students with a positive reading experience.However,most teachers are unconscious when using multi-modality,and few teachers have enough understanding of multi-modal discourse analysis and full use of multi-modal classroom teaching.The research object of this thesis is the 2019 National Primary School English Picture Book Reading Demonstration Class.The thesis uses educational observation and literature analysis methods,using video annotation software ELAN as a research tool,to focus on the construction of multi-modal picture book lessons in primary English picture book demonstration classes.The main research questions: First,In the demonstration class,what kinds of modalities are applied by the teachers to facilitate the instruction ? Second,How do various modalities distribute during different teaching stages? And what's usage frequency of the modalities? Third,what is the interrelationship of modalities in each teaching process ? In this paper,research design and data collection are carried out for research questions.Based on the theoretical basis of multimodal discourse analysis,the author analyzes the collected data and summarizes the inspiration for primary school English picture book teaching and the help to primary teachers.The findings of this research are as follows:First,in the demonstration class,teachers use a variety of modalities to facilitate the instruction,such as visual modalities,auditory modalities,behavioral modalities,and environmental modalities.To a certain extent,the modalities provide students with a practical language environment.Second,it can be seen from the ELAN annotation results that the distribution and frequency of use of modal resources in each teaching stage are different.The frequency and density of modal resources are the highest in while-reading stage,The second is post-reading stage.It is the end stage that the modal resources are used at the lowestfrequency.In terms of modal selection,the auditory modalities(spoken modalities),especially questions and answers,are used frequently.The second is the visual modality,and the frequency of use is relatively high.Third,each teacher uses a variety of modalities in the actual teaching process,and the modalities show different morphological relations,such as cooperative relations,strengthened relations,primary and secondary relations,and complementary relations.The specific situation is illustrated in the comparative analysis of the teaching videos of different teachers.To sum up,this article analyzes the use characteristics of multi-modality in the primary English picture book reading demonstration classes.It aims to promote the full use of multi-modality resources and the active development of primary picture book teaching.What's more,it can improve teachers' self-improvement.This article provides a new case for the construction of multi-modal picture book lessons in primary English picture book demonstration classes.