内容教学法是二语教学的一种教学理念。该理念认为当语言学习和学科学习相融合，就能同时实现学生学科知识素养及语言能力乃至认知能力的提升，因此也被认为是特别符合二语/外语习得规律的教学路子。通过对北爱尔兰小学课程方案的研读，本研究发现当地的小学课程设置强调学科技能融合，这与内容教学法的理念具有一致性。因此，本研究尝试将内容教学法应用于北爱尔兰的小学汉语教学，在两个六年级班级中开展了为期一学年的内容教学法汉语教学实践，探索如何提升教学效果。

本研究首先通过访谈以及查找资料了解了北爱尔兰的小学课程设置以及汉语教学情况，并对教学对象进行了分析。在此基础上，通过观察、与孔院教师的访谈以及前人的研究，总结了当前北爱尔兰小学汉语教学中存在的一些问题。

其次，根据学校的课时安排、教学情况、内容教学法的特点，分析制定了教学原则以及课程大纲。教学原则主要涉及内容选取、教学设计以及教学评估三个方面，课程大纲则是参考《YCT1标准教程》，并结合北爱尔兰的小学课程方案以及学校特点、学生兴趣所编写而成。本研究按照课程大纲开展了为期一学年的教学，并在本文中选取了《数字》《你喜欢什么运动？》两组教学案例进行了更为细致的记录与分析，以呈现内容教学法在汉语课堂中的实际应用情况。

在反思与建议部分，从学生、家长、教师三个角度，采用访谈、问卷、测试等方式对教学进行评估。反馈显示，学生对课堂的满意度高，语言知识以及技能都有一定提高；家长和教师也对汉语课程做出了较高评价，对内容教学法的应用表示认可。

最后，本研究对内容教学法在小学汉语教学中应用的优势以及不足进行了综合分析，并就如何实施内容教学法提出了关于内容选取、教学设计、教学开展以及课堂管理等方面的建议。

Content-based Instruction is a teaching concept in second language teaching. This concept believes that when language learning and subject learning are integrated, students' subject knowledge literacy and linguistic and even cognitive abilities can be realized at the same time, and is therefore considered to be a pedagogical approach that is particularly in line with the laws of second/foreign language acquisition. Through reading the Northern Ireland elementary school curriculum program, this study found that the local elementary school curriculum emphasizes the integration of subject skills, which is consistent with the concept of Content-based Instruction. Therefore, this study attempts to apply Content-based Instruction to Chinese language teaching in elementary school in Northern Ireland, and carries out a one-year Chinese language teaching practice of Content-based Instruction in two sixth-grade classes to explore how to improve the teaching effect.

In this study, we first learned about the elementary school curriculum and Chinese language teaching in Northern Ireland through interviews and searching for information, and analyzed the teaching targets. On this basis, through observation, interviews with Confucius Institute teachersand previous research, some problems in the current Chinese language teaching in elementary school in Northern Ireland were summarized.

Secondly, the teaching principles as well as the course syllabus were analyzed and formulated according to the school's class schedule, teaching situation, and the characteristics of Content-based Instruction. The pedagogical principles were mainly related to three aspects: content selection, instructional design, and teaching evaluation, while the syllabus was prepared by referring to the YCT1 Standard Curriculum and taking into account the Northern Ireland elementary school curriculum program as well as the characteristics of the school and the interests of the students. In this study, we carried out one academic year of teaching according to the syllabus, and selected two teaching cases of “Numbers” and “What sport do you like?” for more detailed study. Two sets of teaching cases were recorded and analyzed in more detail to present the actual application of Content-based Instruction in Chinese classrooms.

In the Reflection and Suggestion section, teaching is evaluated from three perspectives: students, parents and teachers, using interviews, questionnaires and tests. The feedback shows that students are highly satisfied with the classroom and their language knowledge as well as skills have been improved; parents and teachers also make high evaluations of the Chinese language course and recognize the application of Content-based Instruction.

Finally, this study comprehensively analyzes the advantages and shortcomings of the Content-based Instruction in elementary school Chinese language teaching, and makes suggestions on how to implement the Content-based Instruction in terms of content selection, instructional design, instructional delivery, and classroom management.