基于ELAN的自闭症儿童教学视频多模态互动机制研究——以特教学校一则教学视频为例

A Study on the Multimodal Interaction Mechanism in Teaching Videos for Children with Autism Based on ELAN—A Case of a Teaching Video from a Special Education School

摘要: 随着多媒体技术的发展和普及，多模态互动分析成为语言学研究热议的中心。教学视频是典型的动态多模态语篇，却少有文献针对其多模态资源进行系统的分析，特别是针对自闭症儿童的教学视频。本研究以ELAN多模态分析软件作为模态标注工具，结合多模态互动分析理论和多模态互动分析综合理论框架，对特教学校一则教学视频中的各交流模态在课堂教学中所起的作用以及这些模态之间的互动机制进行分析。研究发现：在自闭症儿童教学视频中，语言模态、视觉模态(含肢体动作、教具展示等)、听觉模态(含语音语调、辅助音效等)呈现“主导–辅助–协同”的层级互动关系，其中教师的肢体动作与教具视觉符号的协同使用对维持自闭症儿童注意力效果显著；模态转换频率与学生回应度呈正相关，适度的模态切换可提升教学互动效果。

Abstract: With the development and popularization of multimedia technology, multimodal interaction analysis has become a focal point in linguistic research. Teaching videos are typical dynamic multimodal discourses, yet there is scant literature systematically analyzing their multimodal resources, especially those targeting teaching videos for children with autism. This study employs ELAN multimodal analysis software as the modality annotation tool, integrating theories of multimodal interaction analysis and a comprehensive theoretical framework, to examine the roles of various communicative modalities within a teaching video from a special education school and the interactive mechanisms among these modalities. The findings reveal that in teaching videos for children with autism, linguistic modalities, visual modalities (including gestures, display of teaching aids, etc.), and auditory modalities (including voice tone, auxiliary sound effects, etc.) exhibit a hierarchical interactive relationship of “dominant-auxiliary-collaborative”. Among these, the synergistic use of teachers’ gestures and visual symbols of teaching aids shows a significant effect on maintaining the attention of children with autism. Moreover, there is a positive correlation between the frequency of modality switching and student responsiveness, suggesting that moderate modality switching can enhance the efficiency of teaching interactions.