Abstract
Since the 1990s, with the development of science and technology, multimodal features have become more and more obvious, and multimodal discourse research has developed rapidly to explore how various modals of discourse interact to produce meaning. Among the discourse types studied by multimodality, educational discourse accounts for a small proportion. English textbooks of Chinese senior high school, as one of the important educational discourses, the teaching contents of science education, especially, the reasonable arrangement, integration forms of science education have positive significance to improve students' scientific literacy. This study aims to investigate Chinese students’ attitude towards science education from the perspective of multimodality by qualitative and quantitative methods; explores the factors that influence different attitudes and opinions of students towards science education in English textbooks of Chinese senior high school; and puts forward some suggestions on using multimodality to teach science education. A total of 300 students from senior high school A (150) and B (150) of Xuchang city, a Chinese city, were investigated. The findings are: 1) students prefer the combination of audios, videos, images, colors and texts to be used in English learning; 2) students hope that they can learn more knowledge about science education systematically under the use of multimodality. The suggestions are: 1) it should pay attention to the significance of necessity of science education in English textbooks of Chinese senior high school; 2) it should pay attention to help student to learn science education by using multimodality technology for their future scientific competence; 3) it should pay attention to learn and teach science education systematically; 4) it should pay attention to enrich teachers’ teaching competence and technology skills when using multimodality to teach educational contents.
Highlights
Multimodal teaching is believed that it is far better than traditional teaching, which can stimulate students' interest in learning and attract students' attention
In the stage of Chinese senior high school, Juan Du has made a multimodal discourse analysis on the texts of English textbooks in Chinese senior high school published by Beijing Normal University Publishing House (BNUPH) by means of text analysis and qualitative and quantitative methods based on the theory of visual grammar and intersemiotic complementarity [6]
This study mainly explores the following three research problems: 1) What are the attitude of students towards science education in English textbooks of Chinese senior high school from the perspective of multimodality? What
Summary
Multimodal teaching is believed that it is far better than traditional teaching, which can stimulate students' interest in learning and attract students' attention. In recent 10 years, some researchers have carried out empirical research on multimodal teaching in vocabulary, reading, speaking, writing by methods of experiments, questionnaires and interviews. Yu Bi [1] takes the students of No. middle school in Urumqi as a case to study the learning effects of multimodal discourse analysis in vocabulary, and Liuyan Xin [2], Wenwen Qu [3], Xiaoxian Liao [4] do familiar study with the difference stage and period of students. In the stage of Chinese senior high school, Juan Du has made a multimodal discourse analysis on the texts of English textbooks in Chinese senior high school published by Beijing Normal University Publishing House (BNUPH) by means of text analysis and qualitative and quantitative methods based on the theory of visual grammar and intersemiotic complementarity [6]. It is found that the images in English textbooks of Chinese senior high school published by BNUPH fully realize the three
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