Research on the Innovation of Art Education Teaching Models from a Multimodal Perspective

Abstract

In the context of rapid evolution of information media and accelerated interdisciplinary integration, multimodal theory provides a new cognitive framework and methodological support for innovating teaching models in art education. This theory emphasizes the collaborative operation of multiple semiotic modes, including language, images, sound, movement, and spatial layout. Through the complementarity of sensory channels and cross-modal mapping of information, it reshapes learners’ perceptual processes and meaning-making pathways. Based on an analysis of the connotations of multimodal theory, the cognitive attributes of art education, and the characteristics of symbols, this study proposes a construction pathway for art education teaching models from a multimodal perspective. The pathway includes mechanisms for the multimodal integration of teaching content, the diversified coordination of teaching media and technology, and the innovative design of teaching interaction patterns. Furthermore, the study explores optimization strategies such as the dynamic updating and expansion of teaching resources, the multimodal orientation of teaching evaluation systems, and the iterative and adaptive enhancement of teaching models. The research aims to construct an art education teaching model that is simultaneously structured, open, and flexible through a dual promotion of theory and practice, thereby providing diversified support for learners’ aesthetic experiences, creative thinking, and comprehensive expressive abilities.