Exploring the Practice of a Multimodal Teaching Model in Aesthetic Education for Preschool Children

Abstract

In response to current problems in preschool aesthetic education—such as reliance on a single sensory channel, homogenized teaching forms, and superficial experiential engagement—this study, grounded in multimodal learning theory and social semiotics, constructs an operational pathway of “situational introduction – multi-channel perception – symbolic reconstruction – expressive communication – formative assessment.” Using kindergarten-based cases, the research adopts a design-based approach. A mixed-method strategy is employed, including classroom observation and video coding, behavioral engagement and aesthetic language scales for young children, as well as qualitative analyses of artworks and interviews, to compare changes before and after implementation in terms of sustained attention, cross-modal transfer, aesthetic vocabulary, and peer collaboration. The findings show that multimodal teaching significantly enhances children’s active participation and the quality of their aesthetic representations, promotes continuous learning from perception to meaning construction, and positively supports teachers’ capacity for resource integration and real-time assessment. The discussion suggests that its effectiveness lies in the mutual reinforcement between multi-channel input and diverse symbol generation, while also revealing bottlenecks in resource allocation, teacher expertise, and home–school collaboration. Accordingly, the paper proposes recommendations such as advancing cross-media integration, strengthening the development of process-oriented assessment tools, attending to individual differences and diverse forms of expression, improving home–kindergarten aesthetic education communities, and conducting longitudinal tracking. These efforts aim to provide empirical evidence and practical pathways for updating and operationalizing paradigms in preschool art appreciation teaching.