Research On Differentiated Teaching Model For Chinese Teenagers

This article takes students from a primary school Chinese language class in a Chinese school in Spain as the research object.Through action research methods,it aims to explore the issue of differences in students’ Chinese language proficiency,age,learning interest,and learning style,especially the large differences in age and Chinese language proficiency,which lead to the inability of teachers to unify teaching.Guided by differentiated teaching theory,multiple intelligence theory,and humanistic theory,it explores differentiated teaching models.This study synthesizes previous action research results,plans and implements differentiated teaching action research,and continuously reflects and improves in the process.In the process of discussing the implementation of teaching,the author investigated the basic situation of learners,formulated differentiated teaching objectives and principles based on students’ different performances,clarified that differentiated teaching content should be designed based on students’ age and Chinese proficiency,and developed differentiated activities based on students’ multiple intelligences.The author introduced the teaching procedures of the differentiated teaching model in detail,including learning interests,class registration levels Classroom satisfaction and other aspects of the analysis of the effectiveness of differentiated teaching.The results of action research indicate that differentiated teaching can help coordinate differences within classes and improve students’ Chinese language proficiency.It can also provide some reference for Chinese language teaching with significant differences in students’ age and Chinese language proficiency,especially for Chinese teaching of overseas Chinese descent.