With the deepening of cross-cultural communication, the demand for Chinese as a second language teaching has been growing, especially in the field of early childhood education. How to effectively inspire and maintain students' interest in learning, adapt learning styles, and improve language skills has become an important issue. This study focuses on the VARK learning style theory, which categorizes learning styles into Visual, Aural, Read/write, and Kinesthetic. The aim is to diagnose students' preferred learning styles and design corresponding teaching activities, thereby achieving personalized teaching and maximizing educational outcomes. Drawing on VARK learning styles, this study uses the Singapore International School of Bangkok as a case to explore the effectiveness of Chinese language teaching design and implementation based on the VARK learning styles. A mixed-methods design is used, combining quantitative surveys and qualitative classroom observations and interviews, to diagnose the learning styles of young children, assess the effectiveness of language skill enhancement in different teaching activities, and examine the sustainability and universality of teaching activities. By building a Chinese language teaching model that includes multisensory interaction such as visual, auditory, and kinesthetic, covering vocabulary memory, language structure comprehension, and communicative expression, the study aims to adapt and guide young children's learning styles holistically. The results indicate that the teaching model significantly improves young children's Chinese listening, speaking, reading, and writing skills. The positive feedback and learning outcomes exhibited by the students demonstrate the potential and appropriateness of applying VARK learning styles in Chinese language teaching for young children. Moreover, the study offers concrete operational suggestions for teachers on how to balance the needs of children with different learning styles and design universal and differentiated course content and teaching strategies. These include, but are not limited to, diversifying teaching resources, dynamically adjusting teaching methods, and employing multi-faceted evaluation. By deeply analyzing the interaction mechanism between teaching activities under VARK learning styles and young children's Chinese language learning, the study reveals the complex association between learning styles and second language acquisition, providing a theoretical basis and empirical guidance for Chinese as a second language teaching. Considering the impact of cultural differences and educational environments on learning styles, the research evaluates the adaptability of the VARK model in Chinese language teaching under the Thai context and strives to construct teaching methods suitable for children's language learning characteristics from a cross-cultural perspective, emphasizing the localized design of teaching content and methods. This research has significant practical significance and wide application prospects in the field of international Chinese language education, especially in early childhood Chinese teaching practices, and offers new perspectives and strategic paths for innovation in Chinese teaching models in a globalized context.
随着跨文化交流的加深，汉语作为第二语言的教学需求日益增长，尤其在幼儿教育领域，如何有效激发与维持学生的学习兴趣、改善学习风格适应程度，并提升语言技能成为重要议题。本研究聚焦于VARK学习风格理论，该理论将学习风格归纳为视觉（Visual）、听觉（Aural）、阅读/写作（Read/write）和动触感（Kinesthetic）四种类型，旨在通过诊断学生的优势学习风格，设计相应的教学活动，从而实现教学个性化与最大化的教学效果。借鉴VARK学习风格，在这一研究框架下，选取泰国新加坡国际幼儿园作为案例，探究基于VARK学习风格的汉语教学设计与实施有效性。研究采用混合方法设计，综合运用调查问卷和定性的课堂观察及访谈，诊断幼儿的学习风格，评估幼儿在不同教学活动中的语言技能提升效果，及教学活动的可持续性与普遍性。通过构建视觉-听觉-动触感等多感官互动的汉语教学模型，涵盖词汇记忆、语言结构理解、交流表达等环节，实现对幼儿学习风格的全方位适应与引导。研究结果表明，该教学模型显著提高了幼儿的汉语听说读写技能，学生展现出的积极反馈与学习成果，证明了VARK学习风格在幼儿汉语教学中的应用潜力与妥适性。此外，研究对教师在教学中如何平衡各类学习风格的幼儿需求，设计出具有普适性与差异性并存的课程内容与教学策略，提出了具体操作建议，包括但不限于教学资源的多样化、教学方法的动态调整及教学评估的多角度进行。通过深入分析VARK学习风格下的教学活动与幼儿汉语学习的相互作用机制，研究揭示了学习风格与第二语言习得之间的复杂关联，为汉语作为第二语言教学提供了理论基础及实证指导。考虑到文化差异及教育环境对学习风格的影响，该研究综合评价了泰国背景下汉语教学中VARK模型的适应性，力求在跨文化视角下构建适宜儿童语言学习特点的教学法，强调教学内容与方法的本地化设计。此研究对汉语国际教育领域的发展，尤其是在幼儿汉语教学实践中具有重要的实践意义和广泛的应用前景，为全球化语境下汉语教学模式创新提供了新的研究视角和策略路径。
