浅析多模态理论视角下绘本在泰国幼儿汉语教学课堂的应用

Abstract

本文探讨了多模态视角下绘本在泰国幼儿汉语教学中的应用。研究通过文献综述梳理绘本与多模态教学的核心理论,分析其在泰国学前教育中的适用性。作者通过问卷调查了解教师在绘本资源使用、多模态整合及教学效果方面的实践情况。以北柳三语学校小班为对象,选用绘本《好饿的小蛇》,设计数学、常识和语言三类课课程并实践。结果显示,绘本多模态化教学有效提升了幼儿的学习兴趣,词汇积累和语言模仿能力,但也暴露出资源整合与设计上的不足。研究证明多模态教学可优化传统语言课堂输入,并提出推动绘本本土化开发、完善绘本分级标准的建议,为国际幼儿汉语教学提供理论支持与实践参考。

The study explores the application of picture book teaching from a multimodal perspective in preschool Chinese language education in Thailand. Through a literature review, the research outlines core concepts of picture books and multimodal teaching and analyzes their feasibility in Thai early childhood education based on cognitive, constructivist, and multiple intelligences theories. A teacher questionnaire was conducted to investigate current practices in resource usage, multimodal integration, and instructional effectiveness. Using the picture book The Very Hungry Snake in a kindergarten class at Chachoengsao Trilingual School, the study designed and implemented lessons in math general knowledge, and language. Results show that multimodal picture books effectively enhance young learners' interest, vocabulary acquisition, and sentence imitation skills, though issues in resource integration and instructional design remain. The study demonstrates that multimodal strategies improve upon traditional single-node language instruction and recommends developing localized picture book resources and establishing clear leveling standards to support international Chinese language education for young learners.