Multimodal Teaching Research Articles

The Construction and Empirical Research of College English Multimodal Teaching from the Perspective of New Media

In order to analyze the multimodal discourse in college English teaching, this paper proposes a multimodal discourse method for college English teaching based on the new media context. The basic structure of the questionnaire is analyzed from four dimensions; secondly, students are selected as the survey samples to understand the students’ true feelings about English subjects and teachers’ teaching, and the questionnaires are analyzed according to the three dimensions of the student’s questionnaire structure. Supported by the theory of “complex dynamic development” and “second language motivational self-system,” case tracking of three English majors was carried out. Data analysis shows that under the condition of multimodal language input, the learning motivation of individual learners in the second language classroom presents a relatively stable dynamic development trend, as well as nonlinear dynamic development characteristics in a specific period. College English teaching has been improved by the method raised in this research.

Cross Sectional Anatomy of the Pelvis and Perineum –A Dissection Approach to Increase Anatomical Knowledge

The complexity of both female & male pelvic cavities and perineum is evident in the complex spatial organization of structure and function, vascular supply, innervations, and internal organs1. Given the limited dissection time, a large portion of learning has been focused on learning pelvis and perineum from prosections, hemisections, models, and resources made publicly available. Currently also, many dissection manuals detail methods that do not guarantee successful visualization of the entire pelvic cavity and perineum. Moreover, we recognize the shift towards multi‐modal teaching such as the use of interactive virtual dissections and 3‐D models visualization in anatomical education2. However, we attempt to retain the classical approach to clinical anatomy with the use of gross dissection and to maximize the experience of a first‐year medical student by relying on donors’ bodies. We suggest that a cross‐sectional modified dissection approach of the pelvic cavity and perineum would reveal anatomical landmarks, tissues, musculature, vasculature, and innervations to the same detail captured from radiological imaging and thus increase student knowledge of cross‐sectional anatomy.We created a modified dissection protocol of the pelvic cavity using a cross‐sectional anatomy approach. We used a 2‐man crosscut saw to separate the pelvic cavity from the trunk and lower limbs into cross‐sectional slices. A cross‐section above the bifurcation of the abdominal aorta highlighted structures of internal and external iliac vasculature, pelvic musculature, and sacral innervations matched to CT‐scans at the exact plane of orientation. A cross‐section below the anterior superior iliac spine (ASIS) highlighted the urogenital and anal triangle, reproductive organs, and pelvic cavity musculatures matched to MRIs at the same plane of orientation.There is promising educational advantage for first year medical students to utilizing a cross‐sectional dissection approach in conjunction with imaging to visualize spatial complexity of the pelvic cavity. This practical approach allows medical students to develop fluency in spatial organization when dissecting and to map structures on relevant imaging commonly encountered in clinical practice including CT, MRIs, and ultrasound. Though there are no publications of a similar pelvic cavity and perineum dissection approach, we anticipate a growing trend towards cross‐sectional anatomy as a teaching model for radiological imaging3. We aim to complete multiple dissections with this dissection protocol using a specialized bandsaw and to propose the integration of cross‐sectional prosections into the clinical anatomy curriculum.1Hunter, L. D. and McHugh, K.M. A Novel Approach to Dissection of the Pelvis and Perineum for Professional Students. The Federation of American Societies for Experimental Biology (FASEB) Journal. 2018.2Boscolo‐Berto, R., Tortorella, C., Porzionato, A. et al. The additional role of virtual to traditional dissection in teaching anatomy: a randomised controlled trial. Surg Radiol Anat 43, 2021.3McLachlan J. C. New path for teaching anatomy: living anatomy and medical imaging vs. dissection. Anatomical Record—Part B: New Anatomist. 2004.

A Metadata-Based Multimodal Model for Resource Sharing of British and American Female Literary Works

Based on the perspective of multimodal teaching theory, this study analyzes the establishment of English and American literature appreciation standard course in universities and discusses the necessity of course offering, multimodal teaching implementation, and multi-evaluation of the course, to provide ideas for English literary teaching reform and talent training in universities. In terms of the training of professional talents, to improve their critical thinking and humanistic quality, a British and American literature course in English major study holds a significant place as a mandatory course for English majors. Basic abilities such as an awareness of Western literature and culture are developed into the ability to appreciate and evaluate literary works. This study, based on the premise of standardizing spatial data and sharing data, argues that the traditional data sharing model has flaws and that a sharing mechanism based on metadata management is required. It also proposes a metadata management strategy that can be used as a model for addressing the problem of heterogeneous storage in data sharing.

The Classroom Education Model of Artificial Intelligence and Information Technology Supported by Wireless Networks

Multimodal is one of the methods of teaching or ideas formed from a different set of models and teaching content to enhance the student’s experience in their field of study. This method can be implemented in various scenarios, such as video lessons, interactive elements, and a list of questions. Teachers should have enough ideas to cover students in all the categories. The students have to listen to the courses through an online learning platform or a live session. This proposed work focuses on multimodal teaching and learning concepts combined with wireless sensor networks and AI. Additionally, the implementation of technology in classroom education is being done to handle the multimodal data. This idea is implemented with the Random Offloading Algorithm which works based on the multiagent system. This multiagent system is implemented for optimizing the user’s response delay and hence balancing the effective resource allocation of the server. The main role of this Random Offloading Algorithm in the proposed system is to focus on the online classes for the students through wireless network and to make effective response to the student’s queries. The proposed system is later compared with the existing ANN classification model. The results show that the proposed algorithm has provided 98.99% accuracy in providing better classroom education.

Applying the UTAUT2 to predict the acceptance of blended learning by university students

PurposeThe study applied the Unified Theory of Technology Acceptance and Use Theory 2 (UTAUT2) to predict blended learning acceptance by students in universities in Zimbabwe. Blended learning is a heterogeneous mode of teaching and learning that combines face-to-face (F2F) and online modes. Owing to advances in technology, and recently, the advent of pandemics, such as COVID-19, the need for multimodal teaching approaches, such as blended learning, to enhance access to education in universities has become very important.Design/methodology/approachA quantitative approach that used a structured questionnaire for data collection from a sample of 432 postgraduate students was used. Data validation was done using confirmatory factor analysis (CFA). The structural equation modelling technique was used for data analysis.FindingsResults showed that out of the seven factors of the UTAUT2, the factors such as performance expectancy, effort expectancy, social influences, facilitating conditions and hedonic motivation significantly and positively influenced the behavioural intentions of students in universities to accept blended learning. On the other hand, habit and price value did not significantly influence university students' behavioural intentions to accept the bended learning mode. It was further shown in the study that behavioural intentions significantly influenced the acceptance of blended learning by university students. In light of the above results, it was concluded that the UTAUT2 could be used to predict the acceptance of blended learning by university students.Research limitations/implicationsThe main study limitation was that it was only carried out at universities that had information and communication technology (ICT) infrastructure challenges owing to the fact that the economic situation in Zimbabwe is depressed. Limited ICT infrastructure in the universities might have had some impact on the nature of behavioural intentions of students to accept blended learning as a learning mode. Further research could be carried out in countries with better economies that are able to fund ICT infrastructures of their universities and to establish whether the results of the current study could either be confirmed, disconfirmed or enriched.Practical implicationsThe paper suggests that universities need to increase investment in ICT infrastructure as well as in capacitating students with the necessary ICT skills for the effective use of institutional ICT when learning using the blended learning mode. Without adequate and appropriate ICT infrastructure as well as necessary ICT skills, students may develop low motivation levels and negative attitudes towards blended learning, which may eventually may affect their acceptance of the learning mode.Originality/valueThere is no known study that has been conducted using the UTAUT2 to establish antecedents of behavioural intentions of students to accept blended learning in the context of Zimbabwean universities. This study therefore opens new ground on factors influencing the acceptance of blended learning in the context of Zimbabwean universities. Also, the results showed that habit and price value do not significantly contribute to the behavioural intentions of university students to accept blended learning, which is not consistent with findings of past studies. This inconsistency opens new opportunities for further studies on the conditions under which these two factors can be used to significantly contribute to the development of behavioural intentions of students to accept blended learning.

Study on the Application of Digitized Resources in English Language Teaching under a Blended Teaching Model

In the post-pandemic era, with the constant updating and development of information technology, both at home and abroad, the close connection between the modern education system and information technology has been demonstrated. Along with the continuous innovation of modern educational technology tools, the practical application about blended teaching has been developed significantly, and the value of this model, which integrates the advantages of lecture-based teaching and independent learning, for effective teaching of English education has received wide attention. Therefore, in the current educational environment, exploring the application of digital teaching resources in colleges and universities, based on the blended teaching mode, under the conditions of information technology has become a comprehensive need to adapt to the new educational environment, as well as improve the teaching effectiveness. The research background and content of this paper has been summarized by sorting out the current teaching situation in the context of the current pandemic and the background of the development of the blended teaching model, while combining the definition of the core concept, to discusses the strategies for developing and applying digitized teaching resources to teaching practice under this model, thereby to outline the teaching effects produced by the application of this model. Meanwhile, it is further argued that the teaching and practice process of foreign language education needs to continuously absorb advanced educational concepts, timely update and improve teaching methods and develop and utilize multimodal teaching resources, in order to provide a guarantee for the overall improvement of teaching quality, enhance students’ fully comprehensive cognition and understanding of English language learning, and exert sustainable teaching effectiveness.

The effect of the initial months of the COVID-19 national lockdown on MMed training activities at the University of the Free State, South Africa

Background. Shortly after the first case of SARS-CoV-2 infection (COVID-19) had been reported in South Africa, a national lockdown was declared. Subsequently, the University of the Free State (UFS) changed from a contact delivery mode to remote multimodal teaching, learning and assessment. Objectives. To determine the effect of the initial months of the COVID-19 lockdown on MMed training activities at the UFS, specifically the demographic and health profile of students, research progress, academic activities and the clinical training environment. Methods. A cross-sectional study using an anonymous self-administered questionnaire was used. All registered MMed students at the UFS were eligible to participate. Results. A response was obtained from 134 (51.9%) of 258 registrars, most of whom were included in the analysis (n=118; 45.7%). Significant associations between the effect of the COVID-19 lockdown on day-to-day clinical work and the ability to work on MMed research (p<0.01) and self-directed learning time (p<0.01) were noted. Changes in domestic circumstances affecting MMed research were reported by 26.9% of respondents. Worsening or new symptoms of stress were reported by 40.0% of respondents. Conclusion. The initial months of the COVID-19 lockdown might have far-reaching implications for registrars’ academic progress. Registrars experienced adverse psychosocial consequences that might impede their academic progress.

Construction of Dynamic Multiparallel Foreign Language Teaching Model Based on Multicore Processor

Heterogeneous multicore processor systems, as one of the highlights of multicore processor systems, are widely loved by people for their high efficiency and low cost, and they have also become the most commonly used processor systems in embedded systems. In the process of research on heterogeneous multicore processor systems, system task scheduling is particularly important. A good task scheduling algorithm can give full play to system performance. In this paper, the intelligent approximation algorithm is applied to the task scheduling problem of heterogeneous multicore processor system, and the heterogeneous multicore processor system is obtained as a highlight in the multicore processor system. Relying on the characteristics of high efficiency and low cost, it is widely loved by people, and at the same time, it has become the most commonly used processor system in embedded systems. In the process of research on heterogeneous multicore processor systems, the system task scheduling problem is particularly important. A good task scheduling algorithm can give full play to system performance. Some commonly used heuristic task scheduling algorithms are insufficient in solving such problems. This paper combines the granularity-based wavefront parallel decoding algorithm and the fast fusion loop filter algorithm to apply pipeline parallel technology between pixels. Decoding reconstruction module and fast loop filter module realize the fusion of multilevel parallel decoding. Based on the multicore platform, a dynamic multiparallel scheduling algorithm is designed to realize two-way video real-time parallel high-speed decoding, which improves the core resource utilization rate and decoding execution efficiency of the multicore processing platform. This paper also designs an indicator collector, a read-write hit collector, and a cache block priority determiner to implement a dynamic generation strategy with low hardware overhead. Multimodal teaching has certain feasibility and effectiveness and can have a positive impact on the English reading motivation and English reading comprehension ability of university students. Multimodal teaching improves students’ English reading comprehension ability, deepens students’ understanding and memory of words, and broadens the scope of knowledge, which has a significant promoting effect. The research results show that multimodality can be applied to college English teaching, and it can achieve better results than traditional teaching methods. By comparing the test results before and after the test, there are obvious differences between the experimental class and the control class. Whether it is the paired sample T-test of the experimental class or the independent sample T-test of two teaching methods in two classes, it proves that the scores under the multimodal English teaching mode are higher than the traditional teaching mode. Multimodal classrooms provide students with many opportunities to participate in classroom activities and form a competitive learning atmosphere. This competitive learning atmosphere has become a driving force to promote student learning. Multimodal teaching methods help to cultivate students’ independent and cooperative learning. In a multimodal classroom, many activities require cooperation and discussion among students. When they encounter difficulties, they can help each other, discuss with each other, and cooperate to complete tasks. Therefore, the multimodal teaching method will stimulate students’ interest in learning, give full play to students’ initiative, and improve students’ English ability.

Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners' Vocabulary Learning.

In the era of eLearning 4.0, many researchers have suggested that multimodal input helps to enhance second language (L2) vocabulary learning. However, previous studies on the effects of multimodal teaching have failed to yield definitive conclusions. Furthermore, only few studies on the multimodal input of vocabulary learning have aimed at junior high school students and have focused on explicit vocabulary instruction in class. To explore the effects of multimodal input on English as a foreign language (EFL) learners’ vocabulary learning and summarize effective methods, this study adopts a mixed-method approach. Based on dual coding theory and cognitive load theory, the teaching materials in this study were designed using the resources provided by the multimodal corpus iWeb and other websites. A total of 60 junior high school students who learned EFL and had a similar English proficiency level were divided into an experimental group (EG) and a control group (CG). Target words were selected through questionnaire I. During the experiment, the CG learned from monomodal materials while the EG received multimodal input, and an immediate post-test was delivered to the two groups. Questionnaire II was distributed in the EG, and five students of the EG were randomly selected for an interview. One week later, a delayed post-test was conducted on the EG and CG. The results showed that the EG performed better in the post-test but did worse than the CG in the delayed post-test. The results of the questionnaire and the interview suggest that students held both positive and negative attitudes toward the multimodal input approach in vocabulary learning. The study concludes with some implications for choosing a multimodal input approach in vocabulary learning, along with a number of suggestions on how to optimize its positive influence and minimize its negative effects.

3D multimodal teaching of human anatomy and autopsy with real human data

With advances in digitalization, the industrial, education, and research sectors have made use of novel methods to train their staff and students. Simulations and visualizations of real-life situations allow effective and tailored learning strategies. In medicine, the advancement of three-dimensional (3D) surface documentation technologies, particularly close-range photogrammetry, are used to document pathologies or procedural steps in 3D. Subsequently created 3D models enhanced by adding annotations, incision lines, explanations, and animations can be used for educational purposes. In this paper, we describe possible ways to improve or extend actual learning methods in medical teaching and show a concept for possible application. As various teaching tools already exist, we aim to add a teaching approach using 3D visualization. Therefore, a forensic dissection of the neck was documented in 3D, annotated and prepared for teaching using animated videos, 3D PDFs and virtual reality. In the future, the dissection of each body part and organ will be documented using the procedure presented in this paper. The aim of this method is to provide a technique to teach human anatomy and autopsy steps to both medical students and forensic pathologists.

Multimodality and New Materialism in Science Learning: Exploring Insights from an Introductory Physics Lesson

Science disciplines are inherently multimodal, involving written and spoken language, bodily gestures, symbols, diagrams, sketches, simulation and mathematical formalism. Studies have shown that explicit multimodal teaching approaches foster enhanced access to science disciplines. We examine multimodal classroom practices in a physics extended curriculum programme (ECP) through the lens of new materialism. As De Freitas and Sinclair note in their book, Mathematics and the Body, there is growing research interest in embodiment in mathematics (and science) education—that is, the role played by students’ bodies, in terms of gestures, verbalisation, diagrams and their relation to the physical objects with which they interact. Embodiment can be viewed from a range of theoretical perspectives (for example, cognitive, phenomemological, or social semiotic). However, they argue that their new materialist approach, which they term “inclusive materialism”, has the potential for framing more socially just pedagogies. In this article, we discuss a multimodal and new materialist analysis of a lesson vignette from a first-year extended curriculum physics course. The analysis illuminates how an assemblage of bodily-paced steps-gestures-diagrams becomes entangled with mathematical concepts. Here, concepts arise through the interplay of modes of diagrams, gestures and bodily movements. The article explores how multimodal and new materialist perspectives might contribute to reconfiguring pedagogical practices in extended curriculum programmes in physics and mathematics.

Research on the Multimodal Teaching Model of Business English Translation

The multimodal teaching model originates from the multimodal discourse analysis. The theory of multimodal discourse analysis mainly emphasized the important role of social symbols such as images and actions in discourse communication. In the past twenty years, multimodal teaching model has gradually entered the field of education. In the practice of language teaching, it is helpful to improve the effectiveness of language teaching by learning from the theory of multimodal discourse analysis and give full play to the synergy of multimodal participation. Business English translation course covers the translation practice of international business activities, which is a kind of complex social communication and presents a multimodal development trend. Therefore, business English translation course has the characteristics of “business” and “application”. It is necessary to implement the practice teaching of interdisciplinary and cross-cultural communication in business situations. Combined with the characteristics of business English translation course, the application of multimodal teaching model has practical significance for promoting the teaching reform of business English translation course and improving its teaching quality. Constructing a new teaching model of business English translation by combining multimodal teaching environment, multimodal teaching materials, multimodal teaching methods and multimodal assessment can make the business English translation teaching more effective and help improve students’ language acquisition, translation skills, cross-cultural ability and humanistic quality simultaneously.

Research on Multi-modal Teaching of Graduate Students Academic English Writing Based on Information Technology

In the process of innovating the English teaching system, multi-modal teaching is very representative and promotes the digital and three-dimensional development of English teaching. The teaching of academic English writing is of great practical significance for graduate students to carry out academic research and express their academic views independently. In the traditional teaching of graduate students' Academic English writing, the content of the teaching is relatively single, and the teaching process lacks interaction, which affects the continuous improvement of graduate students' Academic English writing. Taking the application of information technology as the research background, this paper puts forward the teaching strategy of multi-modal academic English writing for graduate students.

The Application of Multimodal Discourse Theory in the Teaching of Business English Writing Course

The deep integration of modern information technology and education has brought opportunities for the development of business English teaching in higher vocational college. Teachers can make use of multi-modality and media to create multimodal situational contexts and cultural contexts, with attention paid to the synergy between multimodal symbols. Taking the module of business English course in a vocational college in Guangzhou as an example, teachers are expected to use a multimodal teaching approach that can help students build an active, effective and interactive learning process. The method used in this research is classroom action research in which both qualitative and quantitative data collection techniques were implemented in two classes, which aim at (1) tracking the improvement of students’ skills in both writing competence and business practice; and (2) finding the synergy among different modalities when efficiency could be successfully achieved in a business writing class. Results showed that when such measures as multimodal teaching were taken, this approach could facilitate teachers to improve students' capability in business English writing, promote the interaction between teachers and students, improve students' multimodal reading ability and critical thinking, and enhance students' awareness of cross-cultural business communication. To achieve the best effect, the synergy among different modalities should be highly emphasized.

Data Analysis of College English Speculative Reading Teaching Based on Multimodal Teaching Theory in a Complex Cross-Cultural Environment.

With the continuous rise of my country's international status, the cultivation of students' cross-cultural thinking ability has become an important goal of college English teaching. Since the twentieth century, theories about critical thinking ability have been abundant, and how to improve students' critical thinking ability is also a hotspot of reform. In foreign countries, there are rich teaching models, but in China, it is still a major problem to be solved to cultivate students' speculative ability through specific teaching methods. How teachers' classroom teaching is related to the cultivation of speculative ability. In addition to having direct application significance for teachers to realize the cultivation of speculative ability in routine teaching, the research on these issues is conducive to opening the “black box” of classroom instruction. The most crucial tasks in teaching speculative reading and cross-cultural education in today's college English curriculum are the only means of enhancing students' critical thinking and cross-cultural communication skills. This paper analyses, researches, and applies the diagnostic evaluation model using data gathered during system usage. In order to enhance the diagnostic evaluation function of the college English diagnostic practice system and the associated test paper generation algorithm, the author then designs and implements two test recommendation algorithms in accordance with the diagnostic evaluation model.

Multimodal teaching practices for EFL teacher education: An action based research study

The focus of this research is to examine the literacy practices of EFL teaching and learning in an education course from a multiliteracies and multimodality perspective.A case study consisting 24 pre-service teachers and 8 in-service school teachers who were enrolled in a Masters of Education programme at a private college in India were selected for the research. The researchers of this study describe how they designed and executed the aforementioned teaching concerns in India using two multimodal techniques for pre-service and in-service teacher education programs.Results of the study reveal that introducing multimodal techniques into teacher education, particularly among EFL teachers, is a challenging experience. It is as a result of these considerations that the approach takes into account difficulties such as teacher reluctance to adopt multimodal practises, as well as challenges related to instructional and philosophical issues. The researchers offer suggestions for developing techniques as well as a roadmap for future EFL teacher education and training.

Research on Interactive Application of College English Network Multimodal Teaching Platform

Research on Interactive Application of College English Network Multimodal Teaching Platform

44 It’s All About That Trach! Using a Modified Delphi Approach to Developing Pediatric Tracheostomy Teaching Tools

Abstract Primary Subject area Medical Education Background Pediatric tracheostomy care is intimidating; regular and emergency care are critical skills. Tracheostomy care training is vital for pediatric patients who have multiple people involved in their care and are fully dependent on their tracheostomy tubes for breathing. An Alberta team is developing an informational tool, the “Tracheostomy Journey”, to help families and health care providers understand and communicate clearly about pediatric tracheostomy. A needs assessment identified consistent, universal, multimodal teaching and communication tools for families, trainees, and hospital and home care providers as a primary need. Consistency in training will also improve communication between caregivers and families. Objectives The main objective of this study was to develop shareable pediatric tracheostomy care and management teaching materials for health care professionals and families. The goals of such information are to ensure checks and balances, provide universal, consistent and cohesive teaching content to all caregivers, set expectations, and promote effective communication. Design/Methods A modified Delphi approach provided structured development of training modules using existing diverse teaching materials. Participants were asked to focus on safe, consistent pediatric tracheostomy care. Two components were to: 1) Update and consolidate basic hospital discharge checklists for families; 2) Formalize current unstructured emergency training while building new resources to teach families, staff, and trainees through goal-oriented simulations. Results We consolidated 7 Home Care tracheostomy care checklists and developed 24 simulations to teach specific care skills, incorporating input from multiple stakeholders to consolidate and unify content. Participants included primary care and subspecialty physicians (Respirology, Otolaryngology, Pediatric and Neonatal Intensive Care), home care, nursing, respiratory therapy, trainees, and families. The teaching materials emphasize inclusive, acceptable skill and confidence-building as well as mastery. Each module includes a scenario, preceptor script, and debriefing materials. Scripting is designed for future video adaptation, to allow review. Pilot evaluation with trainees included knowledge and confidence assessment before and after training, after training specifically addressed the question: “Do they address the goal?”. Conclusion Training materials were developed by an expert team via a modified Delphi process and met the intended goals of being accessible, acceptable, inclusive, and effective at teaching and consolidating the skills of those involved in pediatric tracheostomy care. These tools are ready to employ and are anticipated to improve teaching and communication for families and trainees caring for children with tracheostomy.

ADC[sbnd]CF: Adaptive deep concatenation coder framework for visual question answering

Multimodal teaching activity faces significant problems in Visual Question Answering (VQA), which involves simultaneous comprehension with reduced performance fidelity. However, Conventional methods are employed for portrayal and queries in a defined manner, which fails to accomplish the required performance accuracy rate. For elucidating the excellent image and question representation, this paper suggests an Adaptive Deep Concatenated Coder Framework (ADCCF) that enrolls both the image and question attributes simultaneously with the optimized residual layer. The Coder Framework comprises of cascaded layers of Encoder-Decoder architecture, which captures rich, meaningful query characteristics and image details through the use of keywords employing significant object areas in the picture. ADCCF layer has an encoder segment that blueprints the self-recognition of queries in which questions are concatenated to limit the answers and decoder segment blueprints the commanded-recognition of images. The simulation results of ADCCF are tested with both the VQA datasets 1.0 and 2.0 and manifests an improved performance accuracy ratio of 72.45% for 1.0 dataset and 73.57% for 2.0 datasets, thus proving the reliability of the proposed framework.

Research on Flipped Classroom Teaching Mode From the Perspective of Multimodality

Flipped classroom is not only the flipping of knowledge imparting and knowledge internalization, but also the all-round reform of education concept, teaching content, teaching methods, teaching means and teaching evaluation. Multimodality provides a theoretical perspective and analytical framework for the teaching design of flipped classroom. Multimodality theory fits many characteristics of flipped classroom, which is conducive to giving full play to the advantages of flipped classroom. With the help of multimodal theory and multimodal teaching ideas, this study constructs a flipped classroom teaching mode under the multimodal perspective, which takes the dynamic teaching structure as the core and the open multimodal learning environment as the all-round support, and gives some operational suggestions.