1. Speech intelligence refers to being sensitive to sounds, rhythms and meanings of words, and understanding different functions of language. Like poets and journalists. The school activities that help to develop this kind of intelligence are discussing rhetoric and onomatopoeia.
2. Logical-mathematical ability refers to being very sensitive to recognizing logical or mathematical patterns and understanding different functions of a language. Such as scientists and mathematicians. The school activity that helps to develop this kind of intelligence is to calculate the distance between two diagonal corners of the building according to the area formula of triangle.
3. Spatial intelligence refers to the ability to accurately perceive the visual-spatial world and the ability to transform perception, such as navigators and sculptors. The school activity that helps to develop this kind of intelligence is drawing with the help of perspective drawing.
4. Musical intelligence refers to the ability to compose music and appreciate rhythm, tone and beat, and appreciate various forms of music, such as composers and violinists. The school activity that helps to develop this intelligence is to determine the melody and beat of a song.
5. Limb kinesthetic intelligence refers to the ability to control body movements and flexibly operate objects, such as dancers and athletes. School activities that help to develop this intelligence are playing chicken catching games and dancing square dance.
6. Interpersonal intelligence refers to the ability to make correct judgments and reactions to people's emotions, temperament, motives and needs, such as therapists and salespeople. The school activity that helps to develop this kind of intelligence is listening to the debate between classmates.
7. Introspective intelligence refers to knowing your emotions, being able to distinguish them, and being able to guide your behavior according to these emotions; Know your strengths, weaknesses, motives and intelligence, such as actors and novelists. The school activity that helps to develop this kind of intelligence is to understand a person's inner world through role-playing.
8. Intelligence about nature refers to the ability to discover and understand the laws of nature, such as geographers and explorers. The school activity that helps to develop this intelligence is to observe the life patterns of animals in the forest.
Secondly, the application of Gardner's theory of multiple intelligences in primary school teaching.
The most active stage of the theory of multiple intelligences in Chinese schools is in subject classroom teaching. Primary school teachers are lively and active, and they are slightly proficient in piano, chess and calligraphy, which has unique conditions. This lays a foundation for learning from multiple intelligences, promoting the development of students' multiple intelligences and exploring innovative teaching strategies.
(A) the impact on the teaching process
1. Multiple imports
Lead-in has always been an important part of classroom teaching, which is regarded as a key step to stimulate students' interest in learning, and even one of the factors that affect the success or failure of a class. In years of teaching practice, teachers have accumulated many ingenious lead-in skills. The theory of multiple intelligences provides us with a new way of thinking: starting from different types of intelligence and the way students understand things, mobilizing students' multiple intelligences and arousing students' thinking. In such a classroom, storytelling is no longer the patent of Chinese teachers, and math teachers and science teachers often introduce new lessons in a way that children like to listen to stories. Teachers who are good at music often use music as a means to introduce their subjects. Paper-cutting and origami not only appear in manual classes, but also in math classes, when talking about "axisymmetric graphics", the teacher will say that children will fold the paper they bring and cut it into your favorite graphics. From the stories that students like to listen to, from the handicrafts and music that students like ... Teachers use their verbal intelligence to connect students' hobbies with the learning content, and to connect real life with the classroom, trying to stimulate students' learning enthusiasm from verbal intelligence, physical intelligence, interpersonal intelligence and other aspects, so that the classroom is full of fun from the beginning. This kind of classroom introduction increases the probability of successful teaching.
When teaching axisymmetric graphics, the teacher uses fairy tales to lead in (in spring, flowers bloom, dragonflies fly to the lake to play, and butterflies come at this time. The dragonfly said to the butterfly, "Little butterfly, don't fly around in front of me!" " "
The butterfly said to the dragonfly, "Brother Dragonfly, we are a family. I am here to play with you. " The dragonfly asked strangely, "You are a butterfly and I am a dragonfly. How can we be a family? " Butterfly said, "In the kingdom of graphics, not only you and me, but also flowers and leaves are our family." . ) Play stories with multimedia to attract students' attention and interest. Through this introduction, students' verbal intelligence has been developed.
When teaching Zhu Ziqing's Spring, he used the children's song The Little Swallow as the introduction. First, let the students imagine when listening to the song. Then, let the students discuss in groups of four: What did you think of when you listened to the song just now? The students were suddenly interested: some said they thought of the scene of swallows flying; Some people say that they think of willows; Others said they thought of all kinds of flowers in spring ... everyone scrambled to speak and everyone was full of energy. Their thoughts are naturally related to the content to be studied in Spring, which lays the foundation for further study of the text. In a word, the introduction of music will often make students' emotions active quickly and make them quickly enter the context of what they have learned. In this way, students' musical intelligence has been developed.
2. Diversified presentation of teaching materials
Once the interest is aroused, the next step is to let students fully perceive and understand the textbook. From the teacher's point of view, multi-dimensional understanding of teaching materials means that teachers present teaching materials in many dimensions and in many ways. From the students' point of view, understanding the teaching materials in many ways is to express the understanding of the teaching materials with their own learning style and intelligent advantages.
In primary school English class, we teach by guessing. For example, the teacher tells the characteristics of animals such as foxes/birds/cows in English, and the students guess the answers. The teacher shows a word with actions, and the students guess the word. Then, students solve puzzles and do actions by themselves, and other students guess each other. Presenting teaching content in this form not only deepens students' knowledge, but also develops their verbal intelligence and interpersonal intelligence.
The application of multimedia in the course "I am a river". What kind of river am I? If students are asked to answer according to the rivers in their lives, the answer may be disappointing. Therefore, multimedia courseware is used to play the beautiful scenery in the river and the reflection of the place where the river flows, and listen to the sound of the rushing river, which leaves a deep impression on students. Multimedia technology organically combines human spatial intelligence, verbal intelligence and logical intelligence, and mobilizes students' various sensory systems to participate in learning, which is conducive to increasing the knowledge density in the classroom, deepening students' understanding of knowledge and developing students' multiple intelligences.
3. Diversification and integration
Assigning homework is one of the steps in regular classroom teaching, which aims to help students consolidate the new knowledge they have learned. Homework is presented in the form of oral symbols without exception, which is relatively simple. All the students in the class do the same type and difficulty homework. Homework does not reflect the differences in students' learning ability, nor does it reflect the different ways in which students understand things. Students with strong learning ability feel that the level of homework is too low, students with poor learning ability are daunting, and children who are not good at verbal intelligence cannot express their understanding of textbooks. The theory of multiple intelligences gives teachers an inspiration: teachers can arrange personalized homework according to students' multiple intelligences and personality characteristics, and develop students' multiple potentials through diversified homework.
Example 1 (from China Multiple Intelligences)
After finishing the article "Summer Palace", the Chinese teacher of grade five in Zhonghua Road Primary School has the following assignments (students can choose):
(1) Appreciate the pictures of the Summer Palace carefully (or visit them by yourself), describe the scenery of the pictures with newly learned noun phrases, and complete the exercises of filling in the blanks (sentences) (language ability).
(2) As a tour guide, connect the scenic spots of the Summer Palace in the form of tour guide words and show them to the group or the whole class (language intelligence, mathematical-logical intelligence, interpersonal intelligence).
(3) Write a short essay describing the scenery (language intelligence).
(4) Draw a picture to show your understanding of the text (spatial intelligence).
In this case, the teacher arranged hierarchical homework according to the differences of students. Students can cultivate verbal intelligence, mathematical logic intelligence, interpersonal intelligence and spatial intelligence while completing their homework. Students can also choose their own homework according to their own level. This kind of homework can cultivate students' interest in learning and transfer their superior intelligence to their inferior intelligence.
(B) the impact on primary school teaching evaluation
Due to the influence of traditional intelligence theory, people have always regarded academic performance and enrollment rate as the main criteria for evaluating the quality of education. Schools are too inclined to train and develop students' language and mathematical logic abilities, while ignoring the training and cultivation of students' other abilities. According to Gardner's theory of multiple intelligences, we should abandon the evaluation view centered on standard intelligence tests and students' academic evaluation and establish a multiple evaluation view. Teachers should observe, evaluate and analyze the advantages and disadvantages of students from various aspects, and take this information as the starting point of serving students. On this basis, they should choose and design appropriate teaching content and teaching methods, so that evaluation can truly become an effective means to promote the full development of each student's intelligence. The new curriculum emphasizes that "evaluation should not only pay attention to students' academic performance, but also discover and develop students' various potentials, understand students' development needs, help students know themselves and build their self-confidence", which fully embodies the influence of the theory of multiple intelligences.
1. Diversity of evaluation subjects
Evaluation is no longer a teacher's business. Students, parents and students themselves can participate in evaluation and give full play to their enthusiasm in many aspects. Students' self-evaluation can achieve the purpose of self-education; Students' mutual evaluation can establish a mutual incentive mechanism; Parents' participation in teaching evaluation can establish a mechanism for parents and teachers to care about students' growth together, thus improving the organization and implementation of courses, teachers' teaching level and students' learning quality.
Teachers play an important role in diversified teaching evaluation subjects. He is the initiator, moderator and coordinator of all evaluations. Therefore, teachers should combine the age and psychological characteristics of primary school students and grasp the orientation of evaluation: highlight and stimulate students' interest and enthusiasm in learning.
2. The evaluation content is diversified
In classroom teaching, whether students answer correctly is no longer the only basis for classroom evaluation, but a comprehensive evaluation of students' performance in a variety of different intelligences. Students can choose their own strengths to show in different intelligences, so the evaluation should also focus on students' intelligence, and teachers should teach students in accordance with their aptitude. For example, it is an unavoidable content for teachers and students to cultivate students' mathematical logic ability in mathematics classroom teaching, but students' language intelligence, emotional attitude, learning strategies, reflective intelligence, interpersonal relationship, cooperation and comprehensive application ability should also be comprehensively evaluated to promote their all-round development.
3. Diversified assessment methods
This is determined by the diversification of the evaluation subject and the comprehensiveness of the content, and also by the "diversified" classroom. Flexible and diverse evaluation methods can promote the healthy growth of students' personality. In addition to the traditional written test, experimenters can also conduct on-site observation, questioning, description, defense, interview, follow-up, special assignments, dialogue performances, activity reports, etc.
Thirdly, the significance of Gardner's theory of multiple intelligences in primary school teaching.
(A) the positive role
Traditional intelligence theory interprets intelligence as comprehensive ability with language ability and logic-mathematics ability as the core, so the focus of education is to pursue excellent Chinese and mathematics achievements; The theory of multiple intelligences emphasizes that the essence of intelligence is more manifested in the individual's ability to solve practical problems and produce effective products needed by society, which obviously goes far beyond the focus of traditional teaching and evaluation. Therefore, the theory of multiple intelligences expands teachers' "view of intelligence" and the curriculum function has undergone fundamental changes. Teachers should not only pay attention to students' academic achievements, but also pay attention to their all-round development, especially to cultivate their practical and innovative abilities. These are the directions of the reform of students' evaluation in the new curriculum, that is, establishing an evaluation system to promote students' all-round development, strengthening the connection between examination contents and students' life experiences and social reality, and paying attention to examining students' ability to analyze and solve problems.
The theory of multiple intelligences sets up a new educational concept for teachers. Education is appreciation education. Teachers should believe that every student is a capable person, willing to tap the advantages and potential of every student, give full affirmation and appreciation, and establish students' self-esteem and self-confidence. Education is personalized education, and teachers become more active and conscious when designing for each student.
For a long time, psychologists and educators have different views on what intelligence is and how intelligence is formed and developed. Only in the first few decades of this century, Spearman's two-factor intelligence theory, cartel's stereotyped and amorphous intelligence theory, thurston's group factor theory, guildford's intelligence structure theory and Piaget's cognitive development theory appeared, among which the traditional intelligence theory had the greatest influence.
Since the French psychologist Binet.Alfred. Alfred and Simon compiled the first intelligence test in the world in 1905. Today's school education has been influenced by the traditional intelligence test theory. Traditional intelligence test thinks that intelligence has a single nature, and people's intelligence level can be measured by paper-and-pencil test. Therefore, the traditional intelligence test only focuses on the ability that human beings can test and its testing methods. If an ability cannot be measured, it is considered unimportant.
For the education influenced by the traditional intelligence theory, first of all, education evaluation is exam-oriented, the evaluation system is exam-oriented, static and simple, which makes the educated think that learning is learning knowledge and ignores the cultivation of ability. Secondly, the teaching method is indoctrination. In class, books are emphasized, teachers are highlighted, and students' initiative of independent thinking is ignored. Finally, rote memorization, which emphasizes memory and ignores students' personality development, affects the cultivation and improvement of students' creativity. The theory of multiple intelligences highlights the diversity, cultural (situational), difference, practicality and development of intelligence, and holds that it is necessary to adhere to the evaluation method of "intelligence display" and transfer students' superior intelligence to other intelligences.