An Action Research On Chinese Vocabulary Teaching For American Primary School Students In China Based On Multiple Intelligences Theory

In recent years,with the development of China,more and more international schools are set up in China,and more and more children of foreign teachers begin to learn Chinese in China.In the primary stage of Chinese teaching,Chinese vocabulary teaching is the key and difficult point in the teaching practice of Chinese teachers.In1983,Gardner put forward the theory of multiple intelligences.In his view,everyone has eight aspects of intelligences,but everyone is good at different aspects.The main purpose of teaching activities is to develop the inherent potential of the educated.Taking three American children in China who study in Guiyang as the research object,this paper carries out practical teaching through action research method,combines the characteristics of students’ multiple intelligences,and studies the effect of combining multiple intelligences theory and vocabulary teaching on Chinese vocabulary teaching for American primary school students in China.In this paper,the first and second rounds of Action Research are conducted respectively.In each round,the simulated YCT level 2 test,questionnaire survey,interview and teaching diary are used to compare and test the teaching effect and students’ attitude towards vocabulary learning.Each round of action research is analyzed and illustrated from four aspects:problem and hypothesis,formulation of action plan,implementation of action plan and result analysis.In the first round of Action Research,the characteristics of students’ multiple intelligences are analyzed,and then the first Chinese vocabulary teaching is conducted according to the superior intelligences of the class.The second round of action research adjusts the problems of the first round,so as to carry out the second round of Action Research on vocabulary teaching based on the theory of Multiple Intelligences.Through two rounds of Action Research,it is found that: on the one hand,the vocabulary teaching design based on the theory of Multiple Intelligences has enhanced students’ enthusiasm for learning Chinese vocabulary;on the other hand,vocabulary teaching based on the theory of Multiple Intelligences gives full play to students’ intellectual strengths in teaching,thus enhancing students’ learning effect.Finally,in the conclusion part of this study,combining with teaching practice,it analyzes and summarizes the teaching ideas of Chinese vocabulary teaching for children based on the theory of multiple intelligences,so as to stimulate students’ intelligence strengths so as to make vocabulary teaching easier and more effective and improve students’ learning efficiency.In addition,this study has guiding significance and reference value for Chinese teachers who are engaged in teaching Chinese to children as a foreign language,especially for teachers who have no experience in teaching foreign children.