A Study Of Video Analysis Of Fairy Tale Teaching Cases In Primary Schools Based On Multimodal Transformation Theory

In the era of intelligence,the characteristics of diversified communication forms and multimodal communication contents have emerged.The communication between people also tends to be multi-modal,and there has been a change from single mode to multi-modal coexistence.Fairy tales,as a literary genre that conforms to children’s reading logic,occupy a great proportion in the primary school Chinese textbooks compiled by the Ministry.Based on the theory of multi-modal transformation,this study analyzes the fairy tale teaching cases in primary schools and puts forward corresponding improvement strategies,hoping to provide reference for optimizing the fairy tale teaching effect.This study focuses on four questions:(1)From the perspective of multimodal transformation theory,what are the multimodal characteristics of Chinese fairy tale teaching in primary schools?(2)What is the transformation relationship between different forms of meaning in each link of high-quality lessons of Chinese fairy tale teaching in primary schools?(3)What are the problems in the normal lessons of Chinese fairy tale teaching in primary schools by comparing with the high-quality lessons?(4)Based on the theory of multimodal transformation,how to better improve the teaching effect of Chinese fairy tales in primary schools? Guided by the theory of multimodal transformation,the study comprehensively uses the methods of literature research,video analysis and interview,and takes the multimodal analysis software ELAN as the research tool,selects four samples of high-quality classes and compares them with four samples of normal classes,and explores various modal resources and transformation characteristics used by teachers in high-quality classes in the intelligent era.The findings are as follows:(1)Most of the seven meanings used by quality class teachers are in the form of two or more combinations,that is,multimodal combinations.Secondly,not only the meaning forms can be transformed into each other,but also the secondary observation dimension and the tertiary observation dimension under the meaning form can be transformed into each other.It can be seen that the teachers of high-quality courses have a strong awareness of multimodal use.(2)There are some problems in the use and combination of modes in normal class teaching,including teachers’ lack of multimodal awareness,excessive use of multimedia courseware,excessive use of indicative means,insufficient elements of modal combination and single mode conversion form.In order to improve the efficiency of fairy tale classroom teaching in primary schools,this study suggests:(1)improving teachers’ multimodal awareness;(2)appropriately enrich and control the use of image modes;(3)Rational use of indicative means;(4)Enriching modal combination elements;(5)Enriching the modal transformation of fairy tale classroom teaching procedures;Based on this,a teaching design case from the perspective of multimodal transformation theory is compiled.