笔者在美国俄克拉荷马州的麦迪逊小学进行了一年的教学实习，主要的教学对象是6岁左右的学龄前儿童，该年龄段儿童注意力时间较短，自制力较弱，尚未形成成熟的学习动机，为提高学生汉语学习兴趣与汉语水平，有必要实施趣味性教学。但是为能实现趣味性教学的教学目标，必须根据与趣味性教学相关的实践进行教学设计，对此要开展相关的研究探寻进行教学设计的规律，并且经过教学实践的检验才能使教学设计建立在科学合理的基础上，因此，笔者选择针对美国学龄前儿童的趣味性汉语课的教学设计作为选题。 笔者根据美国学龄前儿童的背景情况和教学需求，对开展面向美国儿童的趣味性汉语教学设计进行了分析，首先要考虑制定出与开展教学设计相关的原则、设计步骤、对教师发展的要求等相关问题。其次，在具体进行教学设计时要从内容和方法两个方面着手。日常对话提高学生的汉语交际水平，古诗词能让学生了解中国的传统文化，儿歌因旋律和节奏受到学生的欢迎，可以选取作为教学内容。笔者根据不同的教学内容确定了适用的教学方法，日常对话更适用于全身反应法和情景带入法，古诗词的教学主要采用情景教学法，学习儿歌多用多媒体来辅助教学，而游戏法是贯穿整个教学过程的，同时，要不断运用单位时间转换法变换课堂形式。在教学设计应用于实践后，可以根据教师的课堂观察和学生及家长等的反馈，对教学内容和教学环节进行调整，最终提高面向美国学龄前儿童趣味性汉语教学设计的科学性、适用性、合理性和可操作性。 本论文的研究内容主要通过6章来展开： 第一章介绍了本文的选题缘起和研究意义，总结了前人对于趣味性教学及教学设计的研究成果，并介绍了本文的研究方案。 第二章分析了在该学校开展趣味性汉语课堂的原因，结合本校对中文不重视、学生纪律较差以及学龄前儿童注意力集中时间短等特点，实施趣味性中文课堂是必要的。其次，趣味性教学有其自身的优势，可以使课堂内容简单化，可以加深学生的记忆，以及激发学生一直保持中文学习热情等，所以，趣味性教学有其重要性。同时，之所以能顺利开展趣味性教学，其存在的可行性条件也必不可少。 第三章通过前期调研，查阅资料，参考文献，并结合美国当地的实际情况及学龄前儿童的认知特点，为制定出符合美国学龄前儿童特点，能实现趣味性教学效果，达到教学目标的教学设计，笔者开展面向美国儿童的趣味性汉语教学设计进行了分析，发现了趣味性教学必须要遵守的原则，开展趣味性教学的具体教学步骤，以及在开展趣味性教学时对教师的要求。 第四章介绍了趣味性教学的主要教学内容及方法。通过教学观察和教学实践，根据学生的接受程度和兴趣点，笔者选取了日常对话、古诗词和儿歌童谣作为趣味性教学的内容，趣味性效果较为显著。在进行教学实施时，运用了全身反应法、游戏法、情境代入法、单位时间变换法、多媒体辅助教学等方法，不同的方法适用于不同的教学内容，不同的教学内容选择最为有效易行的教学方法，因情况而定。 第五章是对第四章设计的趣味性教学内容与方法等实施与反馈。在实施过程中通过学生的课堂表现、课堂小测、与学生交流，发现问题。针对出现的教学内容过难，教学方法和教学内容不匹配等问题，本着提高学生汉语兴趣与汉语水平的目的，改进教学设计，进一步实践，制定更为合理、更易于学生接受的教学设计，并希望对以后在美国教授学龄前儿童的教师有借鉴意义。 最后一章主要总结了本文的创新之处，得到的结论以及存在的问题，希望能在以后有机会再通过实践获得更多研究成果。

The author took part in a one-year teaching internship at Madison Elementary in Oklahoma, USA. The main teaching objects are preschool children around 6 years old. The children of this age group have short attention time and weak self-control, and has not formed mature learning motivations. In order to improve students' interest in learning Chinese and raise their Chinese level, it is necessary to implement edutainment. However, in order to achieve the teaching goal of edutainment, it is necessary to carry out teaching design according to the practice related to edutainment. Given this, it is needed to carry out relevant research to explore the patterns of teaching design and to test it through teaching practice, so that the teaching design can be scientific and reasonable. Thus, the author chose the teaching design for the edutainment of Chinese lessons for preschool children in the United States as the topic. Given the background and teaching needs of preschool children in the United States, the author analyzes the design for the edutainment of Chinese lessons for preschool children in the United States. The author thinks that first of all, it is needed to work out the principles, design steps and the requirements for teachers’ development that are related to teaching design. Secondly, in a specific teaching design, it should start from the two aspect of content and method. Daily conversations can improve students' Chinese communication level, ancient poetry can help the students understand Chinese traditional culture, and Children's songs are popular among the students because of their melody and rhythm, so that they can also be selected as teaching content. The author has respectively confirmed the applicative teaching methods according to different teaching contents. The daily conversations are more suitable for the method of total physical response and the method of Scenario introduction. The ancient poetry mainly adopts the Scenario introduction method, and the children's songs use multimedia to assist teaching, and the game method run through the entire teaching process. At the same time, we must constantly use the unit time conversion method to transform the classroom form. After the teaching design is applied in practice, the teaching content and the links can be adjusted according to the teacher's observation and feedback from students and parents, finally improve the scientificity, applicability, rationality and operability of the design of the teaching design for the edutainment of Chinese lessons for preschool children in the United States. The research content of this thesis mainly has six chapters. The first chapter introduces the origin and research significance of this paper, summarizes the research results of predecessors on interesting teaching and teaching design, and introduces the research plan of this paper. The second chapter introduces the reason for the promotion of interesting Chinese class in this school. It is essential for promoting the Chinese class of interest. In combination with the school's lack of attention to Chinese, poor student discipline and short attention time of preschool children. Secondly, interesting teaching has its own advantages, which can make the content of the classroom simple, deepen the memory of students, and stimulate students to maintain the enthusiasm of Chinese learning. Therefore, interesting teaching has its importance. At the same time, the reason for the existence of interesting teaching is also essential. The third chapter introduces the overall teaching of fun, introduces the principles that must be observed in interesting teaching, and the relevant requirements for teachers in the fun teaching. Following the teaching principles and the requirements of the teachers themselves is the prerequisite for ensuring the teaching effect of interesting teaching. The fourth chapter introduces the main teaching contents and methods of interesting teaching. According to the teaching practice in the past year, the students’ point of interest and feedback on the results, the author selected daily conversations, ancient poetry and children's songs as the content of interesting teaching, and the interesting effect is more significant. When teaching these contents, the systemic reaction method, game method, situation substitution method, unit time conversion method, multimedia assisted teaching and other methods are used. Different methods are applicable to different teaching contents, and different teaching contents are most effective. The teaching method of the line depends on the situation. The fifth chapter is the implementation and feedback of the interesting teaching content and methods of the fourth chapter design. In the implementation process, students' performance in classroom, teachers’ test, teachers’ observation and communication with students, improve teaching design, develop more reasonable and more acceptable design for students. and hope to have important significance for teachers who teach preschool children. The last chapter mainly summarizes the innovations, conclusions and existing problems of this paper, hoping to have more opportunities to obtain more research results through practice in the future.