The Action Research Of Chinese Vocabulary Teaching For Children In New Zealand

In the past ten years,Chinese language education in New Zealand has developed rapidly,especially in primary schools.A growing number of New Zealand students begin to learn Chinese language and understand Chinese culture.As with teaching Chinese as a foreign language in China,Chinese vocabulary teaching is undoubtedly a major focus and difficulty in teaching Chinese in New Zealand.Coupled with the teaching environment and the special nature of teaching objects,Chinese vocabulary teaching has its own characteristics.Therefore,the teaching of Chinese vocabulary to New Zealand children needs special study.Combined with the author's 2016 Chinese teaching experience in Auckland,the researcher uses the action research method try to explore how to effectively implement children's vocabulary teaching in New Zealand primary schools.This action research is mainly divided into two phases,and they are guided by the “game teaching method” and “multiple intelligence” theories to solve problems in the process of vocabulary teaching.The basic tools for research are the student's Chinese learning purpose survey,Chinese vocabulary learning status survey,vocabulary activity favorite survey,student interviews,and school Chinese class report.The researcher constantly explore effective vocabulary teaching methods for New Zealand children in the practice and summary process.The results of the two action research phases show that the method of teaching vocabulary with rich game activities meets the needs of New Zealand primary school students and the special teaching environment.However,there were still some problems in practical teaching.The author tried to use the multiple intelligence theory to solve those problems,it showed good results.From this we can see that the multiple intelligence theory has great potential for use in Chinese vocabulary teaching,especially for the design of vocabulary teaching activities.