Korea Primary School Chinese Classroom Teaching Design On The Basis Of Multiple Intelligences Theory

In recent years,China's influence in the world has gradually increased,and more and more countries are seeking cooperation with china.With this favorable opportunity,the Chinese language popularization work has been carried out gradually all over the world,which has achieved fruitful results.As our neighbor of East Asia,South Korea also has a great demand for Chinese learning.In order to solve problems in the teaching process and create an efficient Chinese class,the theory makes use of multiple intelligences to carry out relevant teaching practice.The theory of multiple intelligences since it was proposed,it has been the concern of many experts and scholars at home and abroad.In the domestic field of English education,many teachers focus on the theory,and achieved good teaching effect.In the teaching of Chinese as a foreign language,some teachers begin to pay attention to this theory.Combined with this development trend,the theroy tries to apply the theory to the Chinese teaching in Korean primary school,hoping to achieve better teaching results and to contribute to the development of Korean primary school Chinese education.This article is divided into five parts.The introduction part firstly explains the background,one is that the theory of multiple intelligences has been widely accepted by educational circles in South Korea;the other is that the theory of multiple intelligences has been fully applied in the field of English Teaching in China.Both of them prove that the introduction of the multiple intelligences theory has a certain possibility in Chinese teaching in primary school of Korea.Next is the research summary,which summarizes the existing teaching results based on the theory of multiple intelligences and sums up previous contributions and analyzes the blank spots.Finally is the introduction of research methods,which are literature analysis,observation,questionnaire and comparative analysis.The first chapter mainly introduces the content of the theory of multiple intelligences.First of all,is definition of the theory of multiple intelligences which is introduced by Gardiner.In addition,it is the eight different forms of intelligence and corresponding teaching methods.Secondly,it interprets the ideological connotation embodied in the educational field applied by the multiple intelligences theory.Finally,it is the characteristics of the students with the corresponding intelligence and the teaching strategies that can be adopted in the language classroom.The second chapter discusses the application of the multiple intelligences theory in the practical classroom.First of all,it analyzes the common factors that affect language teaching and the characteristics of Chinese teaching in Korea primary school,which provide the basis for the application of the theory of multiple intelligences to Korean primary school Chinese teaching.Secondly,the school is divided into two groups: senior and junior students,and carries out teaching design for the same classroom content,which combined with multiple intelligences theory.Finally,in order to understand how much about the theory of multiple intelligences that chinese teachers know,a questionnaire was mada to analyse it.The third chapter discusses the Chinese teacher's suggestion based on the theory.Those advices are mainly based on the author's teaching practice and the questionnaire results,which are to put forward the renewal education idea,to create a relaxed teaching environment,to design teaching plan,to conscientiously establish a diversified classroom,to realise the implementation of diversified evaluation.The conclusion summarizes the main contents of this theory,and points out the common misunderstandings when teachers understand multiple intelligences.After that,it looks forward to the future application of the theory of multiple intelligences in Korean primary school Chinese teaching.