基于多元智能運用兒歌與肢體動作在韓國國際小學四年級華語教學實踐與分析

Abstract

本研究所進行的實驗方法為行動報告，主要研究韓國國際學校中對於四年級初級華語學童進行基于Gardner多元智能結合兒歌與肢體動作之實踐華語教學。採用北京語言大學出版社的《Easy Steps to Chinese for Kids》英文版中文課本中的 4 堂主題式課程為此實踐華語教學中的學習內容，透過中、英文多元理論、教學法、外語學習、語言習得、兒歌和肢體動作教學的相關期刊、書籍、與論文設計編排適合主題學習內容的教學方式，經由實踐過程的經驗探究多元智能是否對學童在華語外語學習上激發學童正面情緒之影響、提升課堂學習參與度以及豐富化和核心化教學內容和學習目標。在每堂實踐課程中，運用多元的教學與學習方式改善原有聽說教學法的負面效果，從課堂觀察學生們對於不同多元智能取向的學習方式是否能促進學生的學習興趣和自信心。研究者將以課後紀錄、學生訪談和學生問卷調查表的資料蒐集進行結果分析並給予改善的建議。

最後，經由此實踐研究的結果進行反思和成效評估來精進教學能力和提高教學品質，成為一位專業的老師提供學生良好、愉快、有效地學習經驗。The research method proposed in this paper is through an action report and the main purpose is to conduct practical teaching based on Gardner’s multiple intelligences combining nursery rhymes and actions in a 4th grade Mandarin class of an international school located in South Korea. The 4 theme-based lessons are from the English version of “Easy Steps to Chinese for Kids” published by Beijing Language and Culture University Press are utilized as the learning content in this practical teaching. Journals, books, and papers related to multiple intelligences, teaching pedagogy, foreign language learning, language acquisition, and nursery rhyme and actions teaching approach are studied for the foundation of designing appropriate lesson plans for the thematic learning contents. Through practical experience, it is explored whether multiple intelligences have an impact on students’ positive emotions, engagement and enrichment of teaching contents and objectives in the Foreign Mandarin class.In each lesson, a variety of teaching and learning approaches are implemented to improve the negative effects from Audio-Lingual approach and student observation in the classroom allows us to discover whether students’ learning approach with different multiple intelligence orientations can promote students’ learning interest and self-confidence. The researcher will analyze the results and provide solutions for improvement based on the data collection of after-class records, student interviewsand student questionnaires.Finally, through reflection and evaluation of the results of the practical research to improve teaching skills and qualities, and to become a professional teacher who provides students with outstanding, joyful, and effective learning experiences.