Design Of Children's Chinese Classroom Activities Based On The Theory Of Multiple Intelligences ——Taking Jennings Creek Elementary School In The United States As An Example

The theory of multiple intelligences is a research hotspot in language teaching,but how to combine it with Chinese teaching activities and apply it to countries with different cultural backgrounds is rarely discussed.In order to explore how to apply the theory of multiple intelligences to the international Chinese teaching in American elementary schools,this paper combines the characteristics of elementary school students in Jennings Creek in the United States,local policies,class schedules,and the teaching environment.Corresponding children's Chinese classroom activities,including "natural intelligence,introspective intelligence" mainly,"interpersonal intelligence,language intelligence" mainly,"motor intelligence,language intelligence,logic and mathematics intelligence" as the main Four different teaching activities were designed based on visual-spatial intelligence and musical intelligence,and corresponding teaching practices were carried out.All the Chinese activity designs in this paper are not based only on a single intelligence,but on an effective combination of two or more multiple intelligences.This paper adopts the methods of literature research,questionnaire survey,observation,etc.The author analyzes the Chinese learners of Jennings Creek Elementary School in the United States.The research shows that teaching using the theory of multiple intelligences can arouse the enthusiasm of Chinese learners in this school,stimulate the learners' interest in Chinese learning,and can achieve better teaching results.In addition,Chinese teaching activities under the guidance of multiple intelligences theory can strengthen their motivation to learn Chinese,and provide certain reference information for the overall development of international Chinese teaching.