A Probe Into The Differentiation Teaching Of Chinese As A Foreign Language From The Perspective Of Multiple Intelligences

With the development of educational concepts,the old scripted way,which is the unilateral output from teachers,has already been eliminated.Then nowadays,our pursuit is the interaction between teachers and students,and learning while teaching among teachers and students.In order to motivate and inspire students' potentials and to promote the diversified development of them,it is necessary for us to move our focus on students rather than teachers,where we should put students as the subject,and adjust the proper way in teaching method and seeking suitable teaching materials after knowing the needs of students.This is also my consistent educational pursuit as a TCFL teacher.From 2016.05 to 2017.03,I have been a volunteer Chinese teacher at Xavier School in the Philippines,which is the cooperative school with Confucius Institute at Ateneo De Manila University.During teaching,I have found that not only students'abilities in Chinese were quiet different,but also their family backgrounds,characteristics,hobbies and learning styles all vary from each other.For this situation,it is important to handle the teaching process,balance the diversity of class harmoniously,and concern everyone's personal situation and needs.In order to deal with this issue,the author applied the theory of Multiple Intelligences which was put forward by Howard Gardner to teaching.In this essay,the differences between this method and the traditional are compared,and this essay also discusses educational activities and methods suitable for the individual differences.On the basis of acknowledging this difference,I tried to deplore how to use students'superiority intelligences to promote students' scores and their interests in learning Chinese.And then,this research aim to popularize the Differentiated Instructions based on Multiple Intelligences Theory in TCFL classes to promote the students'long-run developments.The thesis consists of several parts:The introduction mainly introduces the research's background and purposes,literature review and research methods.In the literature review,the principles,definition and the teaching ideas of Differentiated Instruction are illuminated,which are the research basis in this essay.Among these theories,Multiple Intelligences Theory is stressed in them.And then the essay discusses research status,research production and problems abroad and home.Chapter one is the study design of Differentiated Instructions of Chinese teaching in the view of Multiple Intelligences.It includes research hypothesis,research method,sample analysis and Differentiated Instruction's teaching plan.Through research hypothesis and research method,it can control the process of the action research in general.Then on the basis of analysis of the objects in the Differentiated Instruction,I plan the teaching aim and contents.including.For this research,the action research method is applied.The teaching plan has focus mainly on organization form and teaching activities in the Differentiated Instruction,so as to promote the communication between the different students.Chapter two is the implements and feedbacks of the research.In this chapter,the two experiments on the Class A and Class B of Grade ten are presented.Between them,the second one is the improvement and correction to the first experiment.The score comparison and focus group are implemented as to analyze the results and feedbacks of the research.The practice of this teaching experiment is based on the class-teaching,homework and evaluation system following the system as the last chapter illustrates.After the experiments,the Lesson 6 'hobby ' from<Easy Steps to Chinese>is conducted as an example to illustrate how to carry out Differentiated Instruction.Chapter three is result and analysis on the Differentiated Instruction of Chinese teaching in the view of Multiple Intelligences.At first,the focus group and score comparison are applied as the methods to get the feedback from teaching,and then the results are analyzed.In the result and analysis we find that,the Differentiated Instruction based on Multiple Intelligences is suitable and beneficial for Chinese teaching,and meets the demands of students' developments.Besides that,their interests and confidences in Chinese learning are also improved.Chapter four is the teaching reflection.This chapter discusses the enlightenments from the result and analysis of the experiments,concludes the factors needed to pay attention to in the process of Differentiated Instruction,and gives the rational advices about that.This essay expresses the Differentiated Instruction methods and their effects in TCFL.And it gets a further understanding of how Howard Gardner' theory of Multiple Intelligences is applied in TCFL teaching,of the differences between traditional method and Differentiated Instruction.This essay is valuable for the further exploration of effective teaching method in TCFL.