| Since the outbreak of the epidemic,offline Chinese teaching has been seriously hampered,and online teaching has leapt to become the main force of international Chinese teaching.Among them,live teaching ranks among the top of online teaching with its unique advantages,but it still cannot avoid the problem of teacher-student interaction brought by distant online teaching.With the development of technology,the application of multimedia in teaching has become more and more extensive,and even become the main media means in the context of online teaching.In view of this situation,this paper studies how teachers can enhance classroom interaction through the design of multimedia courseware in the live teaching environment from the perspective of symbolic interaction theory,and on this basis,puts forward the problems of teachers in designing multimedia courseware and the corresponding The study uses questionnaires,classroom surveys,and classroom materials.This study adopts three research methods: questionnaire survey method,classroom observation method,and case study method.Firstly,we analyze the Chinese live classes of Shaanxi University of Technology under Chinese Union platform and Middle School West Graduation platform,and on this basis,we select HSK Standard Tutorial III and HSK Standard Tutorial IV as the cases to analyze the design of courseware,and combine with the questionnaire to summarize the problems of multimedia courseware design in live classes,and We put forward some targeted opinions and suggestions in order to provide some valuable references for the subsequent research on the design of multimedia courseware in live teaching.This paper is divided into five parts:In the first part,the introduction firstly gives a systematic overview of the background of the selected topic,the significance of the study,the research review and the research method;In the second part,the first chapter compares the development history of symbolic interaction theory and summarizes the three characteristics of the theory,and explains the definition and advantages of multimedia courseware,and finally explains the fit between the two studies in terms of content symbols,identity symbols and contextual symbols;In the third part,the second chapter firstly elaborates the symbolic requirements of multimedia courseware design from two aspects of symbolic interaction theory and live class teaching methods,and then defines the intermediate integrated class and outlines the main points and principles of multimedia courseware design on this basis;Part Ⅳ,Chapter 3 adopts the methods of questionnaire survey,live classroom observation and case analysis to analyze the current teachers’ multimedia courseware design for live classes in three aspects: courseware links,page content and language elements;In Part Ⅴ,Chapter 4 covers multimedia courseware design problems and countermeasures for live Chinese classes,among which the problems include difficulties in symbol selection,lack of interactivity and lack of technology in multimedia courseware,and proposes three solution strategies for these problems: improving teachers’ symbol selection ability in many aspects,enhancing teachers’ interactive awareness from multiple angles,and strengthening teachers’ technology learning and application ability at multiple levels. |
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