A Study on the Improvement of Social Anxiety of Primary School Students Based on Digital Literacy Context: Teachers’ Multimodal Discourse Guidance in Education

Faculty of Teacher Education, Qilu Normal University, Jinan, Shandong, China

^* Corresponding author: 2022023198@qlnu. edu. cn

Abstract

In recent years, the problem of ‘social anxiety among primary school students’ has been attracting social attention, and many studies have confirmed that ‘social anxiety’ among primary school students is increasing. Still, teachers’ experiences using multimodal discourses to guide students to face such problems in schools have been limited. There are still gaps. This study takes digital literacy as the background. It explores whether teacher multimodal discourse guidance has an improvement effect on the psychological problems caused by “social anxiety” in primary school students in education. Through the literature review and empirical analysis, the results of the study showed that students’ fear of negative evaluation is more common, while social avoidance behavior is relatively rare, especially facing high anxiety when answering classroom questions; when teachers allow students to participate in the classroom in a non-directive form or use multimodal discourse to guide students, they can effectively alleviate students’ anxiety and provide new ideas for the future of mental health education.