A Comparative Study Of Multimedia Teaching Material Great Wall Chinese 1 And Encounters 1

With the changes in the social information age and the influence of practical factors in the past two years,the development of multimedia teaching materials has received more and more attention.Multimedia teaching materials continue to emerge,but at present there is no standard standard to provide detailed guidance for the compilation of multimedia teaching materials,and the comparative research of multimedia teaching materials has not kept pace with the times.This article selects two primary multimedia textbooks,Great Wall Chinese 1 developed by Hanban and Encounters 1 developed by Yale University in the United States.The two textbooks were published relatively late and can represent the new era of multimedia textbooks.With different characteristics,the teaching targets of the two textbooks are zero-based Chinese learners,and the purpose of teaching is also to cultivate the daily communication skills of Chinese learners.However,the text content and video system content of the two textbooks are written and used.There are differences in such aspects.Therefore,this article conducts a quantitative and qualitative comparative analysis of the guiding ideology,the layout style of the content of the text teaching material and the content of the video teaching material system,and the language elements,and gives corresponding writing suggestions based on the comparison results.It is a multimedia The compilation of teaching materials provides reference.This article’s comparative study of Great Wall Chinese 1 and Encounters 1 mainly starts from the following aspects:The introduction part mainly elaborates the reason and significance of the selected topic of the article,the background of writing two multimedia textbooks,the research status of textbook comparison,research goals and research methods.The first chapter mainly compares the guiding ideology of textbook compiling,including three parts:compiling purpose comparison,compiling principle comparison and compiling style comparison.Clarify the basis for the compilation and provide theoretical support for the comparison of the specific content below.Through comparison,it is found that the purpose and principles of the two textbooks are basically the same,and there are differences in the writing style.The second chapter mainly compares the text content of the two sets of multimedia textbooks.It compares the text content of the two textbooks in terms of the five parts of pronunciation,Chinese characters,vocabulary,grammar and exercises,the number or level of the text,and masters the two The text content of multimedia teaching materials has similarities and differences in the above aspects.Through comparison,it can be found that the level settings of language elements are basically in line with the learning level of learners,but the number of Chinese characters and vocabulary arranged in the two textbooks are more or less beyond the most suitable range.The third chapter mainly compares the content of the video system of the two sets of multimedia teaching materials,and compares and analyzes the content of the video,language and system layout from three perspectives.Through comparison,it is found that the independent multimedia system is more practical than the multimedia resources on the website,is not interfered by external factors,and has stronger interactivity,which better reflects the advantages of multimedia teaching materials compared with traditional teaching materials.The fourth chapter summarizes the comparison results of the two textbooks and proposes corresponding compilation suggestions based on the results,which can provide reference for the future compilation of multimedia teaching materials for Chinese as a foreign language,and contribute to the development of the cause of Chinese as a foreign language.The fifth chapter concludes,summarizes the contents of the above chapters,and reflects on the shortcomings of this article.The comparative study of teaching materials should be combined with specific teaching practice,sum up experience in practice,and compile the most suitable teaching materials for Chinese learners.