earticle

영어

Multimodal teaching creates a vibrant and engaging learning environment for students by seamlessly integrating various sensory inputs such as vivid visual stimuli like colorful images, videos, and interactive graphics, along with rich auditory stimuli including clear spoken language, background music, and sound effects. Currently, there is a lack of multimodal teaching materials in international Chinese education classrooms, and AI-generated content offers a solution to this issue. We utilized text-to-image technology to randomly generate images based on textbook content, selecting six images at random for image quality verification based on the consistency between text and image, indicating that AIGC technology produces high-quality multimodal teaching resources. Based on the aforementioned detection, this paper proposes a framework for the application of text-to-image technology in teaching, which includes summarizing the prompt, image generation, and optimized editing. Based on this framework, we conducted practical applications of AIGC multimodal teaching resource generation. We selected 180 adult international students from diverse backgrounds and nationalities who were learning Chinese in China for the experiment. After the experiment, which included weekly assessments and interactive sessions, we meticulously analyzed the effectiveness of the teaching data. This analysis was complemented by in-depth interviews with participants, revealing that the innovative use of text-to-image technology significantly increased classroom attendance rates and question response rates. Vibrant visuals bridged language barriers, making complex concepts accessible and enhancing immersion in international Chinese education. This led to improved student engagement and academic performance. Based on the above theoretical and practical findings, this paper highlights the advantages of AIGC in promoting personalized learning, creating immersive learning environments, facilitating diverse learning methods, and providing high-quality learning resources in international Chinese education classrooms. However, it also points out potential issues such as information disorder, the transformation of teacher roles, legal and ethical concerns, and doubts about the reliability of technology. In consideration of the comprehensive analyses presented, this study meticulously offers a set of well-considered recommendations specifically tailored for the application of AIGC in various classroom activities. These activities are situated within the broader context of international Chinese education, a domain that is increasingly recognizing the potential of technological advancements. By integrating AIGC into classroom practices, the study aims to enhance the quality and effectiveness of teaching and learning experiences, thereby fostering deeper and more meaningful progress in the field of international Chinese education.