本研究以加德纳的多元智能理论作为理论框架，进而分析了美国公立高中的汉语教学现状，作为本文的研究背景。本文主要总结和分析了关于美国彭安吉尔高中（Pen Argyl High School）中文四年级课程的各种因素，结合笔者作为汉语教师志愿者在该校一年的教学实践，制定有针对性的课堂活动、教学设计，为美国高中汉语教学设计提供一定的借鉴和建议。

基于多元智能理论进行教学设计，主要分两个部分。第一个部分是多元化的课堂教学技巧，分别从言语语言智能、逻辑数理智能、身体动觉智能、视觉空间智能、音乐节奏智能、人际交往智能、自知自省智能、自然观察智能八个部分归纳了这些智能与美国高中汉语教学相结合的教学方法，具有比较强的实践意义；第二个部分总结了多元智能课堂上常用的汉语游戏，并分智能进行归类探究。所用的教学技巧和游戏是对笔者教学实践经验的提炼，对于美国高中汉语教学具有实用的参考意义。笔者继而结合课堂活动案例，通过观察量表、问卷调查、学生访谈的方式对本模式的教学效果进行了评估，学生对这一学年基于多元智能的中文课程和任课教师都表示满意；最后总结了多元智能教学模式在本课堂已经取得的成就以及出现的问题，并对美国中学汉语课堂活动设计提出建议：（1）借助优势智能发展语言学习的能力；（2）基于多元智能设计游戏丰富的汉语课堂；（3）激发多元智能、建立差异化的学习环境。

本研究认为，经过学校七年的教学积累与笔者一年的多元智能教学实践，彭安吉尔高中目前已形成了一套较为完整的汉语教学设计，具有一些教学特色。一方面，该教学设计的内容选取方式和实践有一定创新，笔者首先依据美国语言教学标准与学生的认知水平，从《奇妙中文》、《跟我学汉语》、网络资源等内容中缩小范围，再基于学生特点整理出适合的教学内容，并在具体的教学实践中，不断进行智能方向的调整，以满足学生个性化的学习内容需求。另一方面，在教学观念和研究方法上也作出较独特的探讨。本研究以多元智能教学为研究重点，设计与美国高中汉语教学情况相符的多元智能汉语课堂活动，探索美国高中多元智能汉语教学的新思路。

激发学生兴趣、提高汉语学习的信心只是本教学设计的基础目标，更深层的教学内容与策略还有待进一步的探讨和研究。

This study takes Gardner's multiple intelligences theory as the theoretical framework, and then analyzes the current situation of Chinese teaching in American public high schools, as the research background of this paper. This paper mainly summarizes and analyzes the various factors of the Chinese fourth grade curriculum in pen argyl high school in the United States. Combined with the teaching practice of the author as a Chinese teacher volunteer in the school for one year, it makes targeted classroom activities and teaching design, which provides certain reference and suggestions for the Chinese Teaching design of American high schools.

Teaching design based on the theory of multiple intelligences is divided into two parts. The first part is the diversified classroom teaching skills. It sums up the teaching methods of combining these abilities with Chinese teaching in American senior high schools from eight parts: speech language intelligence, logical mathematical intelligence, body kinesthetic intelligence, visual space intelligence, music rhythm intelligence, interpersonal communication intelligence, self-knowledge and self-examination intelligence, and natural observation intelligence, which has strong practical significance The second part summarizes the Chinese games commonly used in the multi intelligence class, and classifies and explores them according to intelligence. The teaching skills and games used are the distillation of the author's teaching practice experience, which has practical reference significance for Chinese teaching in American senior high schools. The author then evaluates the teaching effect of this model by means of observation scale, questionnaire survey and student interview. The students are satisfied with the Chinese courses and teachers based on Multiple Intelligences in this academic year. Finally, the author summarizes the achievements and problems of the multiple intelligences teaching model in this classroom, and the author also evaluates the Chinese teaching effect of this model in American middle schools Suggestions are put forward for classroom activity design: (1) develop the ability of language learning with the help of advantage intelligence; (2) design a Chinese classroom rich in games based on multiple intelligences; (3) stimulate multiple intelligences and establish a differentiated learning environment.

This study believes that after seven years of teaching accumulation and the author's one-year teaching practice of multiple intelligences, pangangir high school has formed a relatively complete set of Chinese teaching design with some teaching characteristics. On the one hand, there are some innovations in the content selection and practice of the teaching design. The author first narrows the scope from wonderful Chinese, learning Chinese with me, network resources and other contents according to the American language teaching standards and students' cognitive level, and then arranges the appropriate teaching content based on the characteristics of students, and continuously adjusts the intelligent direction in the specific teaching practice To meet the needs of students' personalized learning content. On the other hand, it also makes a unique discussion on teaching concept and research methods. This research focuses on the multi intelligence teaching, designs the multi intelligence Chinese classroom activities which are consistent with the situation of Chinese teaching in American senior high schools, and explores the new ideas of multi intelligence Chinese teaching in American senior high schools.

Arousing students' interest and improving their confidence in Chinese learning are just the basic goals of this teaching design, and the deeper teaching content and strategies need to be further explored and studied.