Research on Chinese Language Teaching for Spanish Adolescents Based on the Theory of Multiple Intelligences: 
A Case Study of HUMANITAS Bilingual Junior High School Students

Shu Liu

doi:10.70711/wef.v4i5.10132

Research on Chinese Language Teaching for Spanish Adolescents Based on the Theory of Multiple Intelligences: A Case Study of HUMANITAS Bilingual Junior High School Students

Shu Liu

Abstract

In recent years, the number of Spanish teenagers learning Chinese has been increasing year by year. How to take into account the
individual differences of teenagers and meet their needs for learning Chinese is a question that Chinese language teaching researchers need to
consider. This article, guided by Gardner's theory of multiple intelligences, takes Spanish teenagers as the research object and designs diversified teaching activity plans, and conducts diversified teaching practice activities. Through the practice, it can be found that Chinese teaching
guided by the theory of multiple intelligences has a positive effect on improving students' Chinese scores. Students' strong intelligences are
brought into play, and weak intelligences also develop accordingly. On this basis, the author makes an overall reflection on Spanish teenagers'
Chinese teaching, clarifies the existing problems, and proposes corresponding solutions.

Keywords

Multiple Intelligences; Spain; Teenagers; Chinese Teaching

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References

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DOI: http://dx.doi.org/10.70711/wef.v4i5.10132

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