The Chinese Classroom Teaching Design Based On Multiple Intelligence Theory For Junior Students In Thai Elementary School

In recent years,Chinese International Education has developed rapidly in Thailand.The Chinese learners spread all over every province even every school in Thailand,and the students from kindergarten to university are all learning Chinese.As for the students who learn the Chinese for the first time,they are afraid of difficulty on learning Chinese and lose their interest in study with the advancement of Chinese learning,under this circumstances,the Chinese teacher should comprehensively understand students' characteristics and adopt appropriate teaching method to train students' learning interest and foster learning confidence.All of above will exert important impact to students' follow-up study.This study is based on the theory of multiple intelligence and previous researches,it expounds various teaching strategies that can be used for the different links in the teaching of Chinese as a foreign language,as well as the various teaching factors.The object of this study are the students from grade one,two and three of Bamrung school in Thailand,this study investigate the intelligence of students at each grade by the questionnaire,and then calculating the average scores,we can draw a conclusion that students' collective superiority intelligence in each class,with this as the center,and guided by the idea of “teaching with multiple intelligence”,combining specific teaching content,appropriate strategies are chosen for teaching design and practice.Through the practice and observation,it has been found that the multiple intelligence theory as a teaching method is inspiring in every aspect of teaching Chinese as a foreign language.The design and practice of teaching based on the theory of multiple intelligence embodies the principle: teaching students in accordance with their aptitude,and students as the center.It created a relaxed and harmonious classroom atmosphere and mobilized the students' enthusiasm and participation in the classroom.