随着时代的发展，人们认识世界的方式开始变得多样化。信息传递方式已不再是单一的文本或语言模态，而是通过多种模态进行传播。绘本教学作为促进幼儿语言和阅读发展的有效途径，研究幼儿园教师在绘本教学中的多模态话语使用现状与特点有其重要意义。

本研究通过对九段绘本教学课堂视频进行编码分析，考察了幼儿园教师的多模态话语使用情况，以了解幼儿教师的多模态话语使用特点及其异同。

研究结果显示：幼儿园教师均重视绘本教学课堂中的多模态话语使用，从而实现优化课堂教学、促进幼儿发展的效果。此外，在所有模态的选择中，走动模态的使用频次是最高的，其次则是手势模态，而表情模态的使用频次最低。从模态的使用时间上来看，走动模态和站立姿态模态的持续时间较长，其余模态持续时间较短。

教师多模态话语的使用存在以下共性。在PPT的使用中，教师的图片使用频次较高，其余文字、视频、数字和符号的使用频次较少；在音量模态的使用中，教师的音量减少次数均大于音量增加次数；在音调模态方面，教师均大量使用了音调模态，且升调的使用次数大于降调的使用次数；在语速模态的使用中，教师的语速变慢次数多于语速变快次数；在手势模态使用中，教师的拟物、暗喻手势较多，指示、节奏手势较少；在站立姿态方面，教师的前倾姿态使用较多，没有使用后仰姿态，同时对于下蹲姿态进行了有选择性地使用；对于走动模态，九位教师都根据自己的课堂情况进行有选择性地使用；对于表情模态，教师使用最多的表情是疑问，其次是欢喜，而惊讶的表情出现较少。

九位教师在多模态话语的使用过程中存在差异。首先，由于幼儿年龄差异，教师在音量、音调、语速、手势和表情这五种模态的使用上存在一定的不同，小班教师的模态使用明显多于中大班教师。其次，受到教师个人教学风格的影响，不同教师在PPT、站立姿态和走动这三种模态上的使用也存在着差异。

As time goes on, the ways in which people perceive the world are beginning to diversify. Information is no longer conveyed in a single textual or linguistic modality, but through multiple modalities. As an effective way to promote language and reading development in young children, it is important to study the current situation and characteristics of kindergarten teachers' multimodal discourse use in picture book teaching.

This study examined kindergarten teachers' multimodal discourse use by coding and analysing nine picture book teaching classroom videos to understand the characteristics of kindergarten teachers' multimodal discourse use and its similarities and differences.

The findings show that kindergarten teachers value using multimodal discourse in the picture book classroom to optimise classroom teaching and development. In addition, of all the modal choices, the walking modality was the most frequently used, followed by the gestural modality, and the expression modality was the least frequently used. Regarding the duration of modality use, the walking and standing posture modalities had a longer duration, while the rest had a shorter duration.

The following commonalities exist in the use of teachers' multimodal discourse. In the use of PPTs, teachers used pictures more frequently, while the rest used text, videos, numbers and symbols less frequently; in the use of volume modality, teachers decreased the volume more often than they increased it; in the use of tone modality, teachers used tone modality a lot, and used rising tones more often than falling tones; in the use of speed modality, teachers slowed down their speech more often than they slowed down their speech. In terms of gesture modalities, teachers used more mimetic and metaphorical gestures and less directive and rhythmic gestures; in terms of standing postures, teachers used more forward leaning postures and no backward leaning postures, while they used squatting postures selectively; for walking modalities, all nine teachers used them selectively according to their own classroom situations; for expression modalities, teachers The most frequently used expressions were question, followed by joy and less surprise.

There were differences in the nine teachers' use of multimodal discourse. Firstly, there were some differences in the teachers' use of the five modalities of volume, tone, speed of speech, gesture and expression due to the age of the children, with the small class teachers using more modalities than the middle and large class teachers. Secondly, there were also differences in the use of the three modalities of PPT, standing posture and walking, which were influenced by the teachers' individual teaching styles.