检索工具来学习语言有助于从传统意义上的以教师为中心的知识性传授变为学生

Retrieval tools to learn languages ​​can help change from the traditional teacher-centered knowledge transfer to student-centered research learning (He Anping 2004). With the assistance of multimedia technology, the multi-dimensional interactive teaching mode will create an all-round interactive environment for students' learning, and create good conditions for students to expand their thinking, actively transform and construct new information (Liu Yumei 2006). <br>At the beginning of the 21st century, Stein introduced multi-modal thinking into teaching and proposed a multi-modal teaching method, emphasizing that the curriculum, teaching, and evaluation should be based on the modal characteristics of the learning environment. Zhang Delu of Tongji University has conducted research on effective modalities under modern technological conditions. He pointed out that modal selection can be carried out from three perspectives: (1) Provide teaching scenarios and convenient conditions for teaching; (2) Provide auxiliary conditions for teaching (3) Provide multi-channel discourse meaning expression methods for multi-modal discourse communication. Starting from the theory of cognitive linguistics, Liang Xiaohui uses multimodal means to construct a cognitive multimodal training model for English writing thinking (Liang Xiaohui 2015). O'Halloran, Curtin University, Australia, is committed to the research of multi-modal discourse analysis theory, developed multi-modal images and multi-modal video software, and actively applied multi-modal teaching to middle school mathematics teaching, focusing on multi-modal interaction Research

Search tools to learn languages help to move from teacher-centered knowledge transfer in the traditional sense to student-centered research-based learning (He Anping 2004). With the assistance of multimedia technology, the teaching mode of multi-dimensional interaction will create a full-fledged interactive environment for students' learning, creating good conditions for students to expand their thinking, actively transform and build new information (Liu Yumei 2006).<br>At the beginning of the 21st century, Stein introduced multimodal thought into teaching, put forward the multi-modal teaching method, and emphasized that curriculum, teaching and evaluation should focus on the modal characteristics of the learning environment. Zhang Delu of Tongji University has studied the effective mode under the condition of modern technology, and he points out that modal selection can be carried out from three angles: (1) providing teaching situation and convenient conditions for teaching; Starting from the theory of cognitive linguistics, Liang Xiaohui constructed the cognitive multi-modal culture mode of English writing thinking by means of multi-modal means (Liang Xiaohui 2015). O'Halloran of Curtin University in Australia is committed to the theory of multi-modal discourse analysis, has developed multi-modal images and multi-modal video screen software, and actively applied multi-modal teaching to the teaching of mathematics in secondary schools to focus on multimodal interaction research.

Retrieval tools are helpful to change the traditional teacher centered knowledge teaching to student-centered research-based learning (he Anping, 2004). With the help of multimedia technology, the multi-dimensional interactive teaching mode will create a comprehensive interactive environment for students' learning, and create good conditions for students to expand their thinking, actively transform and construct new information (Liu Yumei, 2006).<br>At the beginning of the 21st century, Stein introduced multimodal thinking into teaching and proposed multimodal teaching method. He emphasized that curriculum, teaching and assessment should be centered on the modal characteristics of learning environment. Zhang Delu of Tongji University studied the effective modes under the condition of modern technology. He pointed out that the choice of modes can be carried out from three aspects: (1) providing teaching situations and convenient conditions for teaching; (2) providing auxiliary conditions for teaching; (3) providing multi-channel discourse meaning expression for multimodal discourse communication. Based on the theory of cognitive linguistics, Liang Xiaohui constructs a cognitive multimodal training mode of English writing thinking (Liang Xiaohui 2015). O'Halloran of Curtin University, Australia, is committed to the research of multimodal discourse analysis theory. He has developed multimodal image and multimodal video software, and has actively applied multimodal teaching to middle school mathematics teaching, focusing on multimodal interaction<br>