Media Empowerment and Collaborative Education: An Exploration of Inclusive Education and Multimodal Literacy Teaching Practices in the Guangdong–Hong Kong–Macao Greater Bay Area from the Perspective of New Curriculum Reform

Abstract

The new curriculum reform emphasizes core competencies; learning tasks cluster and interdisciplinary thematic learning require learners to make sense in multilingual and multitextual, multimodal semiotic and media environment. In light of the reality of heterogeneous juxtapositions of linguistic schemata, cultural experiences and media resources, coupling of media empowerment and multimodal literacy teaching is becoming an important issue. Taking "Media Empowerment and Collaborative Education" as a thread, this paper explains the generative logic of media affordances and interculturality, the semiotic mediation mechanism and cognitive adaptation of multimodal literacy, and the ways of curriculum meaning negotiation and reconstruction of the learning ecology. Constructing a framework that includes multimodal task sequences, literacy scaffolds, a collaborative community, teacher professional collaboration, and assessment and feedback, providing theoretical references and design ideas for the coexistence of differences and collaborative inquiry in inclusive education in the Greater Bay Area.