Short-term Children’s Mandarin Teaching Action Research and Models of Curriculum Construction Based in the Theory of Multiple Intelligences

• Main Authors: Pin Chen, 陳品
• Other Authors: 方麗娜
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/64915395343954553338

碩士 === 國立高雄師範大學 === 華語文教學研究所 === 95 === The worldwide trend in the study of the Chinese language and the effect of the AP (Advanced Placement) Chinese curriculum in U.S. high schools, has led to a new trend in Chinese language courses for children. Currently, overseas children’s Chinese language curriculum has been undergoing a change in form in both quantity and quality. Short-term courses and immersion courses are becoming the major trend in Pre-AP curriculum. This newly developing field of children’s Chinese language education is need of a systematic model curricula and syllabi to lead Chinese language education in a positive direction. Gardner’s (1983) theory of multiple intelligences (abbreviated to ‘MI’) which transcends the boundaries of children’s individual difference in intelligence (IQ) has in turn provided children’s Chinese language with a whole range of thought and method for effective curricula. Only with the support of professional organizations and government agencies can the full potential of curricula utilizing MI be brought forth. This research utilizes compiled literary reviews to develop the mode of SCTIPA, this is mostly based on models of short term courses utilizing MI and scaffolding techniques in curriculum design. Through consulting various children’s language textbooks and surveys regarding children’s topics of interest in English learning, as well as induction of the results of topic based teaching, and constructed curriculum models using the 5C standard integrative teaching topics. This research focuses on both qualitative and quantitative analysis using surveys aimed at educators in the field about their thought on MI and its utilization in the classroom, also utilized SPSS13.0 software to analyze the suitability and practicability of MI curriculum model. This was done in order to achieve a more consistent and reliable model of curricula. The research of MI curriculum model has four concrete recommendations: the first being to recommend a National committee for the development and production of Chinese language syllabi for all skill levels and age groups; the second recommendation is to compile standardized assessments, tests, and practice exercises for young learners of Chinese and a national database to that effect; the third recommendation is to have professional teacher training organizations that provide training to Chinese teachers locally. The fourth recommendation is to compile and edit children’s Chinese instructional materials based in MI methodology. Short-term children’s Chinese curriculum is presents the educator as the designer of lessons and as the bridge for children to connect with regular Mandarin Education. Short-term classes should not merely be intensified grammar and language skills instruction, but should emphasize on creating communicative topics as teaching content. Short-term programs are essentially teaching designs; instructional models are basically descending curricula designs and curricula designs are ascending instructional models. Pre-AP Chinese courses can be extended to meet the needs of very young learners (kindergarten) upwards to young adults. Current models of curricula, teaching materials and teaching methodology all have great value and achievements. However, utilizing MI models of instruction in children’s Chinese courses is the is on the frontier of Mandarin Chinese teaching, not only to develop new horizons for Mandarin education for young learners, but also gradually to expand children’s Chinese language education toward being a fully developed discipline.