Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality

Bin Lu; Shengyan Shi

doi:doi:10.11648/j.edu.20211001.14

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Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality

Bin Lu, Shengyan Shi

Published in Education Journal (Volume 10, Issue 1)

Received: 25 January 2021 Accepted: 1 February 2021 Published: 10 February 2021

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Abstract

Since the 1990s, with the development of science and technology, multimodal features have become more and more obvious, and multimodal discourse research has developed rapidly to explore how various modals of discourse interact to produce meaning. Among the discourse types studied by multimodality, educational discourse accounts for a small proportion. English textbooks of Chinese senior high school, as one of the important educational discourses, the teaching contents of science education, especially, the reasonable arrangement, integration forms of science education have positive significance to improve students' scientific literacy. This study aims to investigate Chinese students’ attitude towards science education from the perspective of multimodality by qualitative and quantitative methods; explores the factors that influence different attitudes and opinions of students towards science education in English textbooks of Chinese senior high school; and puts forward some suggestions on using multimodality to teach science education. A total of 300 students from senior high school A (150) and B (150) of Xuchang city, a Chinese city, were investigated. The findings are: 1) students prefer the combination of audios, videos, images, colors and texts to be used in English learning; 2) students hope that they can learn more knowledge about science education systematically under the use of multimodality. The suggestions are: 1) it should pay attention to the significance of necessity of science education in English textbooks of Chinese senior high school; 2) it should pay attention to help student to learn science education by using multimodality technology for their future scientific competence; 3) it should pay attention to learn and teach science education systematically; 4) it should pay attention to enrich teachers’ teaching competence and technology skills when using multimodality to teach educational contents.

Published in	Education Journal (Volume 10, Issue 1)
DOI	10.11648/j.edu.20211001.14
Page(s)	23-34
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Chinese Science Education, English Textbooks, Senior Students, Attitude Survey, Multimodality

References

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[3]	Wenwen Qu. (2016). The Application of Multimodal Theory to English Vocabulary Teaching in Chinese Senior High School. China University of Petroleum (East China).
[4]	Xiaoxian Liao. (2016). An Experimental Study of English Vocabulary Multimodal Teaching in Junior Middle School English Vocabulary Teaching. Guangzhou University.
[5]	Xue Chen. (2015). A Study of College English Writing Instruction Based on multimodality. Shenyang Normal University.
[6]	Juan Du. (2019). A Multimodal Discourse Analysis of Senior High School. Lanzhou University of Technology, 30-65.
[7]	Weiqing Cui. (2012). Multimodal Discourse Analysis of PEP in English Textbooks Senior High School -- "Pre-reading" and "Reading". Zhangzhou Normal University, 13-19.
[8]	Jigang Cai. (2020). Reflection on the lack of scientific literacy in college English teaching under the epidemic situation. Contemporary Foreign Language Studies, (2): 39-47.
[9]	Xiaotang Cheng. (2002). Analysis and design of English textbooks. Beijing: Foreign Language Teaching and Research Press, 15, 54-64.
[10]	Bin Lu, Shengyan Shi. (2020). A Study on Science Education of Chinese English Textbooks in Chinese Senior High School from the Perspective of Multimodality. Education Journal, (6): 179-194.
[11]	Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge, 79.
[12]	Ou Shi. (2019). Textbook Research Methodology. Guangdong Education Press: 28-29.
[13]	Xia Tan, Guohua Liu. (2015). Research on the Countermeasures of science education based on the improvement of public science literacy. Education Exploration, (10): 28-34.
[14]	Yongsheng Zhu. (2007). Theory and Methodology of Multimodal Discourse Analysis. Foreign Language Research, (5): 82-86.
[15]	Kress, G& Van Leeuwen, T. (2001). Multimodal Discourse: The Mode and Media of Contemporary Communication. London: Arnold, 21-22.
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[17]	Xiaotang Cheng. (2002). Analysis and design of English textbooks. Beijing: Foreign Language Teaching and Research Press, 10-15.

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Bin Lu, Shengyan Shi. (2021). Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality. Education Journal, 10(1), 23-34. https://doi.org/10.11648/j.edu.20211001.14

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Bin Lu; Shengyan Shi. Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality. Educ. J. 2021, 10(1), 23-34. doi: 10.11648/j.edu.20211001.14

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AMA Style

Bin Lu, Shengyan Shi. Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality. Educ J. 2021;10(1):23-34. doi: 10.11648/j.edu.20211001.14

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@article{10.11648/j.edu.20211001.14,
  author = {Bin Lu and Shengyan Shi},
  title = {Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality},
  journal = {Education Journal},
  volume = {10},
  number = {1},
  pages = {23-34},
  doi = {10.11648/j.edu.20211001.14},
  url = {https://doi.org/10.11648/j.edu.20211001.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211001.14},
  abstract = {Since the 1990s, with the development of science and technology, multimodal features have become more and more obvious, and multimodal discourse research has developed rapidly to explore how various modals of discourse interact to produce meaning. Among the discourse types studied by multimodality, educational discourse accounts for a small proportion. English textbooks of Chinese senior high school, as one of the important educational discourses, the teaching contents of science education, especially, the reasonable arrangement, integration forms of science education have positive significance to improve students' scientific literacy. This study aims to investigate Chinese students’ attitude towards science education from the perspective of multimodality by qualitative and quantitative methods; explores the factors that influence different attitudes and opinions of students towards science education in English textbooks of Chinese senior high school; and puts forward some suggestions on using multimodality to teach science education. A total of 300 students from senior high school A (150) and B (150) of Xuchang city, a Chinese city, were investigated. The findings are: 1) students prefer the combination of audios, videos, images, colors and texts to be used in English learning; 2) students hope that they can learn more knowledge about science education systematically under the use of multimodality. The suggestions are: 1) it should pay attention to the significance of necessity of science education in English textbooks of Chinese senior high school; 2) it should pay attention to help student to learn science education by using multimodality technology for their future scientific competence; 3) it should pay attention to learn and teach science education systematically; 4) it should pay attention to enrich teachers’ teaching competence and technology skills when using multimodality to teach educational contents.},
 year = {2021}
}

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TY  - JOUR
T1  - Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality
AU  - Bin Lu
AU  - Shengyan Shi
Y1  - 2021/02/10
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T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
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PB  - Science Publishing Group
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AB  - Since the 1990s, with the development of science and technology, multimodal features have become more and more obvious, and multimodal discourse research has developed rapidly to explore how various modals of discourse interact to produce meaning. Among the discourse types studied by multimodality, educational discourse accounts for a small proportion. English textbooks of Chinese senior high school, as one of the important educational discourses, the teaching contents of science education, especially, the reasonable arrangement, integration forms of science education have positive significance to improve students' scientific literacy. This study aims to investigate Chinese students’ attitude towards science education from the perspective of multimodality by qualitative and quantitative methods; explores the factors that influence different attitudes and opinions of students towards science education in English textbooks of Chinese senior high school; and puts forward some suggestions on using multimodality to teach science education. A total of 300 students from senior high school A (150) and B (150) of Xuchang city, a Chinese city, were investigated. The findings are: 1) students prefer the combination of audios, videos, images, colors and texts to be used in English learning; 2) students hope that they can learn more knowledge about science education systematically under the use of multimodality. The suggestions are: 1) it should pay attention to the significance of necessity of science education in English textbooks of Chinese senior high school; 2) it should pay attention to help student to learn science education by using multimodality technology for their future scientific competence; 3) it should pay attention to learn and teach science education systematically; 4) it should pay attention to enrich teachers’ teaching competence and technology skills when using multimodality to teach educational contents.
VL  - 10
IS  - 1
ER  -

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Author Information

Bin Lu

School of Management, Shinawatra University, Bangkok, Thailand
Shengyan Shi

School of Foreign Languages, Luoyang Normal University, Luoyang, China

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Bin Lu, Shengyan Shi. (2021). Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality. Education Journal, 10(1), 23-34. https://doi.org/10.11648/j.edu.20211001.14

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ACS Style

Bin Lu; Shengyan Shi. Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality. Educ. J. 2021, 10(1), 23-34. doi: 10.11648/j.edu.20211001.14

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AMA Style

Bin Lu, Shengyan Shi. Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality. Educ J. 2021;10(1):23-34. doi: 10.11648/j.edu.20211001.14

Copy | Download

@article{10.11648/j.edu.20211001.14,
  author = {Bin Lu and Shengyan Shi},
  title = {Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality},
  journal = {Education Journal},
  volume = {10},
  number = {1},
  pages = {23-34},
  doi = {10.11648/j.edu.20211001.14},
  url = {https://doi.org/10.11648/j.edu.20211001.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211001.14},
  abstract = {Since the 1990s, with the development of science and technology, multimodal features have become more and more obvious, and multimodal discourse research has developed rapidly to explore how various modals of discourse interact to produce meaning. Among the discourse types studied by multimodality, educational discourse accounts for a small proportion. English textbooks of Chinese senior high school, as one of the important educational discourses, the teaching contents of science education, especially, the reasonable arrangement, integration forms of science education have positive significance to improve students' scientific literacy. This study aims to investigate Chinese students’ attitude towards science education from the perspective of multimodality by qualitative and quantitative methods; explores the factors that influence different attitudes and opinions of students towards science education in English textbooks of Chinese senior high school; and puts forward some suggestions on using multimodality to teach science education. A total of 300 students from senior high school A (150) and B (150) of Xuchang city, a Chinese city, were investigated. The findings are: 1) students prefer the combination of audios, videos, images, colors and texts to be used in English learning; 2) students hope that they can learn more knowledge about science education systematically under the use of multimodality. The suggestions are: 1) it should pay attention to the significance of necessity of science education in English textbooks of Chinese senior high school; 2) it should pay attention to help student to learn science education by using multimodality technology for their future scientific competence; 3) it should pay attention to learn and teach science education systematically; 4) it should pay attention to enrich teachers’ teaching competence and technology skills when using multimodality to teach educational contents.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Survey on Student Attitude Towards Science Education in English Textbooks of Chinese Senior High School from the Perspective of Multimodality
AU  - Bin Lu
AU  - Shengyan Shi
Y1  - 2021/02/10
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211001.14
DO  - 10.11648/j.edu.20211001.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 23
EP  - 34
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211001.14
AB  - Since the 1990s, with the development of science and technology, multimodal features have become more and more obvious, and multimodal discourse research has developed rapidly to explore how various modals of discourse interact to produce meaning. Among the discourse types studied by multimodality, educational discourse accounts for a small proportion. English textbooks of Chinese senior high school, as one of the important educational discourses, the teaching contents of science education, especially, the reasonable arrangement, integration forms of science education have positive significance to improve students' scientific literacy. This study aims to investigate Chinese students’ attitude towards science education from the perspective of multimodality by qualitative and quantitative methods; explores the factors that influence different attitudes and opinions of students towards science education in English textbooks of Chinese senior high school; and puts forward some suggestions on using multimodality to teach science education. A total of 300 students from senior high school A (150) and B (150) of Xuchang city, a Chinese city, were investigated. The findings are: 1) students prefer the combination of audios, videos, images, colors and texts to be used in English learning; 2) students hope that they can learn more knowledge about science education systematically under the use of multimodality. The suggestions are: 1) it should pay attention to the significance of necessity of science education in English textbooks of Chinese senior high school; 2) it should pay attention to help student to learn science education by using multimodality technology for their future scientific competence; 3) it should pay attention to learn and teach science education systematically; 4) it should pay attention to enrich teachers’ teaching competence and technology skills when using multimodality to teach educational contents.
VL  - 10
IS  - 1
ER  -

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