Teaching Design Of Theelementary Comprehensivecourse For Teaching Chinese Asa Foreign Language Based Onthe Theory Of Multipleintelligences

In recent years,with the rise of China and the development of the "Belt and Road" initiative,"The whole world is learning Chinese" is not just a lyrics,but it has slowly become a reality.The international education of Chinese language in China is constantly advancing and developing.How to make students learn Chinese knowledge and understand Chinese culture better in the limited time of Chinese class is a question we have been concerned about.As we all know,the development of teaching Chinese as a foreign language has always been influenced by behavioral psychology,cognitive psychology,humanistic psychology,and various teaching methods in the world of second language teaching.Among them,the theory of multiple intelligences,as a theory of psychology,also has a positive effect on Chinese teaching,and has certain reference value in classroom teaching design and practice.This article is based on the design of classroom teaching.First,it studies and analyzes the theory of multiple intelligences and related theories of elementary comprehensive teaching of Chinese as a foreign language,and introduces the generation and connotation of the theory of multiple intelligences.Secondly,it analyzes the teaching design,teaching principles,teaching objects,teaching environment,teaching materials and other elements of teaching design,and explores the feasibility of applying multiple intelligence theory to the elementary comprehensive course of Chinese as a foreign language.Thirdly,based on the theory of multiple intelligences,two articles,"I Have Listened to Piano Concerto <Yellow River>" and "Developing Chinese Elementary Comprehensive(II)" in "Chinese Course Book 2(Part 1)" Take specific examples for instructional design.Finally,follow the teaching design for teaching practice,summarize and reflect on the content of teaching design,and put forward reasonable teaching suggestions.I hope that it can provide valuable reference and ideas for the development of comprehensive teaching activities in the preliminary stage of Chinese as a foreign language.