The Design Of Chinese Vocabulary Teaching For Indonesia High School Based On Multimodal Theory

Multimodal teaching starts lately in our country,and the research field is not balanced.At present,most of the research focus on the field of foreign languages teaching,and the foreign Chinese academic circles are not paying much attention to the related research of multi-modal teaching.Among them,the research and teaching practice of combining multi-modal theory with Chinese vocabulary teaching are relatively scarce.Based on multi-modal related theory and input hypothesis theory,this paper combines computer drawing technology with a variety of other modal resources for multi-modal teaching design,so that learners can easily learn Chinese.Based on the current situation of Chinese vocabulary teaching at the high school of Pahoa in Indonesia,this paper analyzes the condition under which multi-modal vocabulary teaching can be implemented.At the same time,according to the design principles from the teaching materials to select the corresponding vocabulary for multi-modal teaching design,and the teaching materials in the complete lesson "New Technology" as an example,design teaching program for teaching experiments,applied at the high school of Pahoa school in Indonesia.Finally,the teaching experiment is conducted in a targeted survey and interview.Through the analysis of experimental result and survey interview,it is found that the use of multi-modal theory for vocabulary teaching has the following advantage: the central content is outstanding,can attract the attention of learners,can optimize the classroom teaching form,stimulate learners' interest in learning,the picture content is rich,the interpretation is more targeted and so on.Of course,multi-modal vocabulary teaching has certain advantage,there are certain limitation,and it need Chinese teachers to treat objectively and dialectically.It is hoped that this paper can provide a new way of thinking and mode for Chinese vocabulary teaching...