多模态理论视角下留学生书法体验课程设计——以蒙古国育才中文学校来华学生为例

Curriculum Design of Calligraphy Experience Course for International Students from the Perspective of Multimodal Theory—A Case Study of Students from Yucai Chinese School in Mongolia

摘要: 近年来，随着教育技术的发展，多模态理论被引入教学实践，提升了学习者的参与度和成效。但在对外汉语书法课程中却鲜见多模态理论的实际应用案例。书法作为中国文化的重要部分，是文化交流的重要媒介。本文以蒙古国中文学校来华参加“汉语桥”的学生为例，基于多模态的视觉语法理论，探索对外汉语书法课程的设计。研究通过具体案例展示多模态教学如何增强学生对汉字书法的兴趣及对中国文化的理解，旨在为推广此类教学模式提供参考，多模态教学可以显著提升学生的学习兴趣和参与度，深化对书法文化的理解。

Abstract: In recent years, with the advancement of educational technology, multimodal theory has been applied in teaching practice to improve learners’ engagement and learning outcomes. Nevertheless, practical cases of multimodal theory in teaching Chinese calligraphy as a foreign language remain scarce. As a vital component of Chinese culture, calligraphy serves as a key medium for cultural exchange. Taking students from Mongolia Yucai Chinese School who participated in the “Chinese Bridge” program in China as the research object, this paper explores the curriculum design of Chinese calligraphy teaching for foreigners based on the visual grammar of multimodal theory. Through specific cases, this study illustrates how multimodal teaching can boost students’ interest in Chinese calligraphy and their understanding of Chinese culture. It aims to offer references for the popularization of this teaching model, and verifies that multimodal teaching can significantly raise students’ learning interest and participation, as well as deepen their comprehension of calligraphy culture.