随着中国国际地位的提高，汉语教学在新西兰蓬勃发展，方兴未艾，儿童汉语教学更是成为了新西兰汉语教学的重要组成部分。本文以多元智能理论为指导，从发展学生多元智能理论的角度出发，对汉语词汇教学进行了设计与实践，通过对教学实际过程的反思，进一步探讨多元智能理论在对外汉语词汇教学领域的运用，以期为新西兰中小学汉语词汇教学提供借鉴。
本文共分为四部分：第一章介绍本文的研究目的、研究意义及前人的研究成果。第二章介绍了新西兰莫林斯威尔初中的汉语教学现状，同时对目标班级学生的多元智能进行第一次评估，在此基础上，参照新西兰汉语教学大纲及目标学校学情制定教学计划、教学内容。论文第三章为词汇教学实践，将言语-语言智能、数学-逻辑智能、内省智能、人际智能、肢体-运动智能、音乐智能、空间智能、自然观察者智能综合运用到词汇教学中。第四章根据课程结束后的学生反馈、校领导及同事评估、目标班级学生第二次多元智能评估结果，反思本次教学实践的成功之处与存在的问题，同时为新西兰儿童词汇教学提出建议：第一，充分了解新西兰当地学校对学生多元智能发展的要求，并以此对教学对象进行智能评定；第二，深入研究多元智能理论在汉语教学中的具体表现及要求，并根据学生的智能情况设计有针对性的教学方法；第三，注意多元智能之间的关系，综合运用学生多元智能优势进行教学；第四，尊重学生的个性发展。

With the improvement of China's international status and the development of the international education of Chinese language, Chinese language teaching in New Zealand has been riding the high speed of China's economic development, and has been rising all the way. Children's Chinese language teaching has become an important part of Chinese language teaching in New Zealand. This paper is devoted to exploring the application of multiple intelligence theory system in the teaching of vocabulary for children with zero basics, hoping to play a positive role in the development of Chinese vocabulary for children with zero basics. This article is divided into four parts: Chapter One summarizes the current status of Chinese teaching in New Zealand and the research purpose and significance of this article. It summarizes the current research status of multiple intelligence theory at home and abroad and its applied research in the teaching field, foreign language vocabulary teaching research, and Chinese as a foreign language. The results of vocabulary teaching research and children's second language acquisition research and children's Chinese teaching research in New Zealand; Chapter Two systematically introduces the current situation of Chinese teaching in Morinville New Zealand's junior high school in New Zealand and analyzes students' academic situation; Chapter 3 is based on multiple intelligence Carried out vocabulary teaching practice; Chapter 4 analyzes the effects of teaching practice and points out the advantages and disadvantages of teaching implementation based on the feedback from students, school leaders, colleagues and the head teacher of the target class to students, and gives children based on multiple intelligence theory Suggestions for zero-based vocabulary teaching.