多元智能理论强调，教师应尊重每一个学生的智能设计更加科学和有效的课堂活动的特点，英语论文范文，促进发展学生的多元智能，全面发展。基于多元智能理论，课堂活动应包括各种智能，能激发学生的学习兴趣，发展他们的潜能，英语毕业论文，使学生的智能得到均衡发展。
Chapter One Introduction引言
1.1 Research Background探讨背景
The National English Curriculum Standards (Experimental Version), issued in 2017, indicates that theobjectives of our education are “for the development of all students, for the full development of students,and for the personality development of students”. The Curriculum Standards emphasizes that the key pointof education reform is to end the traditional education method which over-stresses the transmission andexplanation of knowledge about grammar and vocabulary, and ignores the development of students’practical language use ability; it stresses that the education reform aims to establish a curriculum thatdevelops students’ comprehensive language competence, that arouses students’ learning interest, and isrelevant to their life experience and cognitive level, that involves students in experiential, participatory,practical and cooperative learning. The curriculum promotes quality education and the all-rounddevelopment of students; it requires that students’ should be provided with the opportunities to develop asindividuals, to strengthen the interest in learning English, to improve the cooperative, thinking andinvestigative abilities, to grow in self-discipline, perseverance and self-confidence, to develop the memory,imagination and creativity… So as to meet all these requirements above, multiple intelligences theory couldbe a good guideline.Dr. Howard Gardner, a distinguished American cognitive psychologist, put forward the multipleintelligences theory in his book Frames of Mind: The theory of multiple intelligences in 1983. He points outthat all human’s cognitive competence is not unitary but pluralistic, and that all the normal human beingspossess at least eight kinds of intelligences—verbal/linguistic intelligence, logical-mathematicalintelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonalintelligence, intrapersonal intelligence, and naturalist intelligence. Although each person may have all theeight intelligences, everyone has strong intelligences and weak intelligences and has a unique combinationof intelligences different from others. Gardner suggests that people are different from each other in theways of learning or experiencing things due to their diverse multiple intelligences’ combinations in mind,as he states “the multiple intelligences theory considers no man in the world is intelligence-free; instead,every person possesses a different intelligent combination which may result in his personal learning style”(1983).In traditional English classes, teachers’ talking time dominants the whole class and students are alwaysbusy with taking notes without opportunities of participation. Grammar and vocabulary areover-emphasized, while students’ ability to use language for real is neglected; let alone the development oftheir all-round ability. As a result, students’ potential strong intelligences are overlooked; they are not activeand enthusiastic enough in learning. This kind of teaching method brings down students’ interest andenthusiasm in learning knowledge. According to MI theory, all the eight kinds of intelligences have to befocused on during the process of teaching and learning. Besides, teachers have to recognize and respect thediversi |
