基于语义波理论的VR多模态中华文化教学模式探究

An Exploration of the VR Multimodal Chinese Culture Teaching Model Based on the Semantic Wave Theory

随着教育技术和教学理念的发展,多模态教学表现形式为国际中文教育的文化教学提供了有力的辅助条件。虚拟现实(VR)技术能构建超越时空的多模态沉浸式环境,满足多元文化背景的中文学习者的文化体验需求。研究基于Maton(2013)提出的语义波理论中“抽象→具体→抽象”的知识转化过程,以多模态教学为导向,以知识讲授与VR沉浸体验的融合为切入点,尝试构建“知识教学→沉浸体验→知识教学”交替循环的VR中华文化教学新模式,并通过教学案例,具体阐述该模式的应用。该模式以知识“呈现→解包→重新打包”的递进过程,实现了语义波的推进和文化知识的积累。教学实验验证了该教学模式的有效性,结果表明该模式有利于改善学习者的文化学习效果,提高学习兴趣和中华文化的接受度,同时也能克服VR利用与知识讲授脱节的问题。

With the advancement of education technology and teaching concepts,multimodal forms of teaching provide powerful aids for cultural teaching in international Chinese language education.Virtual reality(VR)technology can help build a multimodal immersive environment that transcends space and time to meet the needs of the cultural experience of Chinese-language learners with different cultural backgrounds.Based on the knowledge transformation process of“abstract→concrete→abstract”in the semantic wave theory proposed by Maton(2013),this study attempts to construct a new model of VR teaching with the alternating cycle of“theoretical knowledge instruction→VR immersion→theoretical knowledge instruction”,taking multimodal teaching as the orientation,and the integration of knowledge instruction and VR immersion experience as the entry point.The application of this model is illustrated through some teaching cases.The model achieves the advancement of semantic waves and the accumulation of cultural knowledge through the progressive process of“presentation→unpacking→repacking”of knowledge.The teaching experiment verifies the effectiveness of this teaching model,and the results show that this model is conducive to improving the learners’cultural learning effect,enhancing their interest in learning and acceptance of Chinese culture,and at the same time,overcoming the problem of the disconnection between the use of VR and the instruction of knowledge.