Research on Multimodal Learning Analysis Method Based on Primary School Chinese Curriculum

Abstract

This study focuses on the primary school Chinese language classroom "Military God," using multimodal learning analysis (MMLA) and NVivo software for quantitative analysis. Based on existing coding systems, combined with the core literacy standards of the Chinese language curriculum in compulsory education and the characteristics of the "Military God" curriculum, a detailed coding system was developed, covering two dimensions: cognitive activities and behavioral participation. The study reveals that the course "Military God" has achieved significant results in promoting deep learning and implementing interactive teaching, while also pointing out challenges such as technology dependence, interdisciplinary learning, complex data interpretation, and privacy ethics. In summary, the study provides empirical support for the application of multimodal learning analysis in primary school Chinese language teaching, helping educators optimize teaching strategies and improve teaching quality.