Please use this identifier to cite or link to this item:
Applying Multiple Intelligent Theory to Chinese Curriculum Design and Implementation for 4~5 Years Old Children-A Case Study of TzuChi Early Childhood in Indonesia
teaching Chinese as a second language
Tzu Chi in Indonesia
This study adopts action research to explore the feasibility and implementation effect of multi-intelligence theory into the Chinese language teaching course for children. The researcher designs the multi-intelligent Chinese language teaching program according to the ADDIE teaching design mode, and hopes to stimulate children's motivation to learn Chinese and enhance children's Chinese language learning. Multicultural education as the theme of teaching programs, it is necessary to cultivate children's diverse educational concept so that children can recognize and respect the culture of each country and inspire their ability to communicate across cultures. The researcher is a Chinese teacher at the Tzu Chi Early Childhood in Indonesia. The researcher took 25 young children aged to four to five years to study. Through five cycles of teaching action and had teaching study performed for six weeks duration. Collecting a multitude of data undergo triangulation for learners’ learning result, researchers’ reflection, and peer observers’ checklist, so as to test the reliability and validity of the research. After each teaching practice, after qualitative analysis and review, the researchers sorted out the problems faced in the implementation of the teaching plan, and sought answers from three senior Chinese teachers in interviews to obtain relevant teaching suggestions. The results of the study indicate that young children show positive learning attitudes and enthusiasm in participating in the class activities. From the positive response of the children, it is learned that teaching with multiple intelligences can enhance children's learning, their motivation to learn Chinese language also increases. The teacher should give appropriate multi-intelligence development projects according to the learning characteristics of the children and the learning and development of the children. The design process must be followed by multiple thinking and planning, and then the appropriate Chinese language learning courses for the children. The design and implementation of multicultural theme courses can effectively develop the ability of children to communicate cross-culturally, so that children have an international perspective and connect the world with life.
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.