The Application Of Multi-intelligence Theory To The Action Research Of English Primary Chinese Teaching

This study focuses on Chinese language teaching in the Goodrich Community Primary School in London,UK.Using multiple intelligences theory,the study conducted two rounds of action research experiments.Through the process of "planning-action-observation-reflection" case studies,the study proposed suggestions for improving and perfecting primary Chinese language teaching in UK schools,with the aim of promoting overall teaching standards to a certain extent.The primary stage of Chinese language teaching is a critical period for learners to establish a solid foundation of Chinese language knowledge,and to develop a long-term learning vision for the language.At the same time,this is also a period when learners are susceptible to negative attitudes towards learning Chinese,and may even give up altogether.After a month of classroom observation,it was found that the school had issues such as low Chinese language proficiency among students,inappropriate teaching methods by local Chinese language teachers,and teaching arrangements that did not align with the curriculum.Feedback from various sources such as classroom observation,questionnaires,and tests also confirmed issues such as lack of interest,low proficiency,and absence of a long-term learning vision among students in the Chinese language classes.Based on these issues,guided by the multiple intelligences theory,action research was carried out among 132 learners in all six classes of grades 4-5,according to the current teaching conditions and progress.The study was divided into two rounds,during which problems were identified through three questionnaires and tests(pre-test,mid-test,and post-test),and teaching improvements were made.Through repeated practices,reflections,and further practices,the study finally confirmed the effectiveness of the multiple intelligences education theory in enhancing learning interest,cultivating a long-term learning vision for Chinese,and improving the Chinese language proficiency of primary learners in the UK.In the conclusion of the article,the action research was reviewed and summarized,and the advantages and limitations of applying multiple intelligences theory to primary Chinese language classes in the UK were analyzed.Corresponding teaching suggestions were proposed for international Chinese language teachers in the UK.