Teaching Design And Practical Exploration Of Chinese Interest Classes In British Primary Schools Guided By Multiple Intelligences Theory

Using Multiple Intelligences theory as a guide,the instructional design includes both the overall design of the entire elementary school Chinese class and the classroomlevel lesson plan design.This study begins with a review of the current state of research on multiple intelligences theory in teaching and learning,international Chinese language teaching and learning,and the current state of research on Chinese language teaching and learning in primary schools in the UK.It then elaborates on the definition,types,structures and pedagogical applications of the multiple intelligences theory and the related theories involved in instructional design.On this basis,the suitability and feasibility of applying the multiple intelligences theory to Chinese language teaching in this school was analysed in the light of the author's observations of the primary school in which he taught.Based on the above theory and analysis,the instructional design was carried out.Through questionnaires,interviews,observations and a review of literature,the teaching target was analysed from the perspectives of factors affecting second language acquisition and multiple intelligence theory,and the teaching environment was analysed from three aspects: society,community and school.Based on the results of the analysis and with reference to the relevant syllabus,general objectives were formulated for the primary school in four areas: language skills,language knowledge,cultural competence and learning strategies,and were divided into two levels,each level being described in more specific grading criteria in terms of both knowledge and skills,with the language skills objectives reflecting the characteristics of mobilising students' multiple intelligences to learn Chinese.The teaching and learning content was then designed according to students' learning needs and teaching objectives.The content is based on topics that are relevant to children's lives in the UK and are designed to stimulate their multiple intelligences.The topics are taught in comprehensive lesson that focus on listening,speaking and reading,with additional lessons on Chinese characters and culture to meet students' learning needs.Teaching content that facilitates the mobilisation of students' multiple intelligences to learn Chinese is developed for each lesson type,and specific content is developed for each lesson.Academic year teaching plan were then developed for each year level,with a spiral of increasing and recurring content between lessons,between semesters and between levels one and two.Finally,the implementation and evaluation of teaching and learning were determined in relation to the theory of multiple intelligences.The following conclusions have been drawn through practice: the teaching design guided by the Multiple Intelligences theory has solved the problem of the high forgetting rate of students' knowledge in this primary school with one lesson a week.It improved the teaching effect and students' interest in learning Chinese,and the overall design is reasonable and will help to change the disorganised development of Chinese teaching in this primary school,but it needs to be practised for a longer period of timeThis study not only solved the practical problems encountered by the author in teaching,but also can provide some ideas and references for the teaching design of volunteer Chinese teachers in the UK,and jointly promote the sustainable development of Chinese language teaching in the UK.