美国一直以来都很关注个体的个性发展和受教育权利，这种关注不仅体现在对智力或学习能力相对滞后的学生身上，更体现在对智力和学习能力超常的天才学生的深入研究和探索上。随着时代的发展，对天才儿童研究的领域也逐渐向纵深方向发展。尤其是随着过去十余年间孔子学院在美国的兴起和发展，对汉语教学的研究也由浅入深、由面到点地开展起来。除了中学和大学的汉语学分课程之外，一些小学的高年级（多为四、五年级）开始通过语言测试遴选出一些在语言方面天赋异禀的学生，为他们提供汉语选修课。 本文以15名语言天才学生——美国弗吉尼亚州威廉斯堡地区Rawls Byrd小学五年级的语言天才生为研究对象，以该班的汉语课教学设计为研究内容。通过课堂观摩笔者发现这些语言天才生与普通学生相比，在课堂上更活泼好动、乐于挑战自我且喜欢通过说、唱、表演、改编课文等形式重现所学知识。紧接着在文献的阅读的过程中，笔者发现TPR这种语言教学方法，主要是以“听——做动作”的方式来组织课堂教学，具体采用直观教学、游戏教学、情景教学和表演教学的方法教授课程内容。经过比对分析发现，TPR教学法指导下的课堂设计不仅符合这15名语言天才生的学习特点，也与美国著名的 “5C外语学习标准”中的理解诠释、文化产物、学以致用、表达演示四个子目标紧密契合。 因此，本文旨在通过问卷调查、访谈及数据分析的方法，分析学生学情，并依据TPR教学理论和“5C外语学习标准”，制定出一个符合学生特点的教学设计，在教学中实施运用。同时通过学生、教师自己、教育同行及领导对实施效果的评价，进行数据统计和分析，进而论证该教学设计的有效性。最后，对符合天才儿童学习特点的教学设计进行探究，为天才儿童汉语教学相关研究提供参考。

In the United States, which focuses on personality development and equal opportunity for education, special education has attracted broad attention. This is not only reflected in mental deficiency education but also gifted students education.With development of times, the research of gifted children develops both in scope and in depth.Especially with the development of Confucius institute in U.S, more and more researchs on Chinese teaching emerge. Now more and more elementary schools try to provide Chinese as a foreign language for those higher grades language gifted students. This thesis set the 15 language gifted students from fifth grade at Rawls Byrd elementary school as the study members and the teaching design based on TPR teaching method as core study content. Through teaching observation, the author found that these language gifted students are more active and lively, willing to challenge themselves and enjoy learning by speaking, singing, performing, recomposing the text and other forms. Also,the author finds that TPR which takes “listen - do the action” as the main organizational form of teaching, by direct teaching, game teaching, scene teaching, and performance as the main teaching mode. These teaching methods coincided with these students’ characteristics. Furthermore, the TPR teaching method is correspond to the famous 5C standard of learning foreign language, such as Interpretive Communication, Product of Culture, School and Community, Presentational Communication. This article aims to make a teaching design based on students' special background and TPR teaching method and then apply to it in the Chinese teaching. It will be evaluated by students in this class, the author, educational colleagues and supervisers in this school. The author gave some teaching suggestion based on these evaluations and hope they can help other teachers in gifted students Chinese teaching by this experimental design.