多元智能理论在初中英语课堂教学中的应用研究
多元智能理论在初中英语课堂教学中的应用研究
作者：董媛媛
来源：《校园英语·中旬》2014年第12期
【摘要】学生经过小学英语的学习后已进入了英语学习的门槛，初中英语学习对学生来说是学好英语的关键时期。
如何在初中英语教学中以学生的智能发展特征展开教学实践是英语教学工作者的研究方向之一。
多元智能理论是目前一种新型的教育理论，在多元化智能理论下每个人都是具有潜力的。
以多元化智能理论对教学进行指导，使教师看清每位学生的各方面能力、天分，使他们在初中阶段的英语水平得到全面的发展。
【关键词】多元智能理论初中英语英语教学
多元智能理论（The theory of Multiple Intelligences）是心理发展学家霍华德·加德纳在1983年提出的。
加德纳在研究脑部受创病患中发现他们的学习差异从而发现该项理论。
实际上，人们在日常的生活和学习中所展现出的智能是多样的。
对智能进行划分可分成八种。
在学校中强调的是学生的逻辑思维，也就是读、写部分，但人们的智能不仅于此。
不同的人具有不同的智能组合方式。
本文以多元智能理论为基础探讨初中英语课堂教学质量的提高途径，使学生在在学习中快速的提高自身英语水平，从而达到全面发展的效果。
这也是多元智能理论应用在英语教学的重要作用。
一、多元智能理论
1.理论概述。
经过美国心理发展学家霍华德·加德纳多年的研究和探索，在1983年提出了多元智能理论的雏形，并在《智能的结构》中论证并阐述了多元智能理论的基本结构。
加德纳认为传统教学中语文和数学（语言能力、数理逻辑能力）课程所教导的是“一元智能”，并认为语言能力与数理逻辑能力是发掘其他智能的先决条件。
在多元智能理论中对智能进行划分可分成八种，除了上述说到的语言能力、数理逻辑能力外还有音乐智能、运动智能、自然观察智能、空间智能、内省智能、人际交往智能。
另外，加德纳还提出了“智能本位评价”的观点，简言之，对学生的能力进行情景化评价，通过正确的认识学生各方面的能力以及存在的问题，完善现钱的教学方式和评价体系。
他认为八种智能在个体智能结构中占有同样重要的位置，每种智能的表现形式是不同的，但在多元化智能理论下每个人都是具有潜力的。
虽然每位学生具有不同的差异性，但是不应该让这种差异成为阻碍教育进行的负担。
可将这种差异性看作学生的优势，发展学生的另一天赋。
以多元化理论为基础，发展学生各项智能中，我们可看出学生在八项智能中有一、两项尤为突出。
学生在其他方面未能赶上教学进度不应指责学生。
在多元化理论中面对不同智能结构的学生首先应考量他的解题能力。
以多元化智能理论取代传统教育评估，才能真实的反映出每
个学生的各方面能力。
以多元化智能理论对教学进行指导，使教师看清每位学生的各方面能力、天分，让教师重新认识学生。
教师发现学生的天分后应有意识的对学生的能力进行发掘、培养、发展，为他们提供更多的机会，使他们在初中阶段的英语水平得到全面的发展。
二、增加更多的锻炼机会，提高学生的听说读写的能力
听说读写的能力是学习英语的必备技能，英语教学的最终目的是提高学生的语言运用和语言表达能力。
初中英语是一门语言学，提高学生语言能力不可或缺的是英语的听说读写训练，这也是教学的根本也是教学的出发点。
因此，鼓励学生主动开口说英语是提高学生语言智能的关键，提高学生语言智能后作用于学生的英语水平，从而提高学生的语言运用和语言表达能力。
在英语教学的过程中应有意识的为学生创造更多的英语表达机会，通过学生亲自示范和教师指导来提高学生的英语表达能力。
可要求每天的值日生在课堂开始前进行形式多样的英语报告，其中包括：英语朗诵、英语演讲、自我介绍等等，只要他们能把自己的意思表达清楚就达到了开展英语报告的目的。
同时，在英语学习中，能力测试和口语练习也是必不可少的，在这些教学方式的支持下达到提高学生语言智能的目的，从而提高学生的学习主动性和课堂教学效率。
例如：在讲解教材中教师提问“What kind of movies do you like？”教师可鼓励每位学生用英语说出自己喜爱的电影并说出理由。
在学生陈述的过程中学生既完成了课本上的知识，也提高了学生的语言智能。
三、实施小组讨论学习，提高学生的人际交往能力
目前，许多初中生都是独生子女，是家庭中最受宠爱的一员，他们往往喜欢索取而忽略了付出。
通过小组讨论学习可培养他们团队精神。
英语是一门交际语言，通过培养团队精神提高学生的人际交往智能，在小组中学生可应用英语在组员之间进行交流。
另外，教师可通过讲述自己学习英语的亲身经历帮助学生建立人际交往智能，鼓励学生大胆开口说英语，与人用英语沟通。
英语教师可在课堂中给学生10分钟的时间对自己喜欢的事物进行谈论，最后每组出一名代表对组成员所讨论的结果进行陈述，通过组员之间的良性互动，不仅提高学生的英语表达能力，可提高了学生的人际交往智能。
在多元智能理论下为教师英语教学的开展指明了方向，以多元化智能理论对教学进行指导，使教师看清每位学生的各方面能力、天分，让教师重新认识学生。
教师有意识的对学生的能力进行发掘、培养、发展，为他们提供更多的机会，从而提高他们在初中阶段的英语水平。
如何发现学生的智能就需要教师在平时与学生交往和教学实践中寻找学生的各项智能，与多元化智能理论相结合应用在教学实践中并形成良性循环，从而提高学生的英语水平。
参考文献：
[1]陈云.多元智能理论对初中英语教学的启示[J].新课程导学（上），2012（31）.
[2]毛立岗.多元智能与初中英语教学模式探索[J].海外英语， 2012（10）：19-20.。
多元智能理论在中学英语教学中的应用研究
多元智能理论在中学英语教学中的应用研究1. 引言多元智能理论是由美国心理学家霍华德·加德纳（Howard Gardner）提出的，旨在扩展传统智力观念，认为人类具备不止一种智力，并且每个人的智力表现都有所差异。
近年来，多元智能理论受到了众多教育者的关注和应用，在中学英语教学中也得到了广泛的应用。
本文将探讨多元智能理论在中学英语教学中的应用研究。
2. 多元智能理论概述多元智能理论认为人类具备九种基本智力：语言-逻辑智能、空间智能、音乐-节奏智能、身体-动态智能、自我-认知智能、人际交往智能、自然观察者和区分感觉两种类型的个人情感。
这种理论突破了传统单一的IQ测试和以语言与数学为主要评估标准的偏见，强调了不同类型的智力并非等级高低之分，而是相互补充与发展的关系。
3. 多元智能理论对中学英语教学的启示•个性化教学：多元智能理论认为每个学生都有自己的优势智力，因此中学英语教师应该充分了解和尊重学生的多元智能特点，根据不同类型智力的发展倾向和潜力进行个性化教学，激发学生兴趣和主动性。
•多媒体辅助教学：利用多种媒体形式（文字、图片、音频、视频等）传授英语知识，满足不同类型智力的需要，提高教材吸收效果和学习动机。
•多样化评估方式：采用丰富多样的评估方式（口头表达、书面作文、艺术创作等），综合考察学生在各类智力上的表现，促进全面发展。
4. 多元智能理论在中学英语课堂实践中的应用在具体实践过程中，可以采用以下措施将多元智能理论应用于中学英语教学：- 制定个性化教育计划，针对不同类型智力进行相应课程设计； - 创设丰富多样的教学环境，提供多种学习资源和活动方式，满足不同类型智力的需求； - 引入多媒体教学手段，如利用幻灯片、视频等辅助教材讲解； - 鼓励学生进行小组合作学习，培养人际交往智能； - 提供艺术创作和实践机会，培养身体-动态和音乐-节奏智能； - 设计开放性问题，激发运用语言-逻辑智能进行思考和分析。
多元智能理论在初中英语教学中的应用
（2015）届本科生毕业设计（论文）题 目 The Application of专 业Multiple Intelligence Theory in Junior High School English Teaching多元智能理论在初中英语教学中的应用英 语（师范英语方向） 院 部外国语学院 学 号 1104020423 姓 名任丽鹃 指导教师 王晓宏（副教授）2015年4月多元智能理论在初中英语教学中的应用学生：任丽鹃指导教师：王晓宏摘要：多元智能理论作为一种新的教学思维方式，对我国的基础教育改革产生了重要影响。
它认为人的智力是多元的，提倡尊重学生个体差异，发展学生的潜能。
本论文的主要目的是将多元智能理论与初中英语教学相结合起来寻找一种有效地提高学生学习兴趣，发挥学生潜能的课堂教学方法。
本论文通过对多元智能理论的分析，论述了多元智能理论在初中英语教学中应用的意义，以及根据实际课堂情况提出了在初中英语课堂中具体应用多元智能理论的建议。
希望通过对以上内容的探讨和研究能够帮助初中英语教师更好地在课堂中应用多元智能理论，提高课堂效率，激发学生学习兴趣并且培养学生的潜能。
关键词：初中英语教学；多元智能理论；学习兴趣；学生潜能The Application of Multiple Intelligence Theory in Junior High School English TeachingUndergraduate: Ren LijuanSupervisor: Wang XiaohongAbstract: As a new way of instruction thinking, multiple intelligence theory has an important effect on our country’s basic education reform. It considers that human’s intelligence is diversification. It advocates respect students’ individual difference and develop students’ potential. This paper aims to combine the multiple intelligence theory with junior high school English teaching to find an efficient teaching way of improving students’ learning interesting and developing students’ potential. Through analyzing multiple intelligence theory, the paper discusses the significance of the application of multiple intelligence theory in junior high school English teaching. It also puts forward the specific suggestions of the application of multiple intelligence theory in junior middle school English teaching according to the actual classroom situation. Through the discussing and researching of the above content, the paper hopes to help junior high school teacher apply the multiple intelligence theory in the cla ss better to improve the classroom teaching efficiency, arouse students’ learning interesting and cultivate students’ potential.Key Words: junior high school English teaching; multiple intelligence theory;learning interesting; students’ potentialContents1. Introduction (1)2. The Researches on the Multiple Intelligence Theory in Junior High School English Teaching. (2)2.1 The Definition of the Multiple Intelligence Theory (2)2.2 The Classification of the Multiple Intelligence Theory (3)2.3 The Current Situation of Junior High School English Teaching (5)3. The Significance of the Multiple Intelligence Theory in Junior High School English Teaching (6)3.1 Stimulating Students’ Interest in Learning English (6)3.2 Exploring and developing the potential of students (7)3.3 Enhancing the Insufficient Intelligence of Students (8)3.4 Transforming Teacher’s Idea and Ways of Teaching (9)4. The Methods of the Application of the Multiple Intelligence Theory in Junior High School English Teaching (10)4.1 Using Multiple Lead-ins to Stimulate Stude nts’ Interesting (10)4.2 Applying Multiple Teaching Activities to Cultivate Students' Multiple Inte-lligence (11)4.3 Designing Multip le School Assignments to Consolidate Students’ Knowledge12 4.4 Implementing Multiple Evaluation to Concern Students’ Different IntelligenceFeatures (13)4.4.1 Implementing Multiple Evaluation into the Subject (14)4.4.2 Implementing Multiple Evaluation into the Ways (14)5. Conclusions (15)Bibliography (17)Acknowledgments (18)1. IntroductionIt is well known that English is an important subject for junior high school students. There are some measures for the English teacher to help the junior high school students learn English better. The book The New English Curriculum Standards points out that the importance of the English curriculum innovation is to end the way of teaching that overemphasizing the vocabulary and grammar teaching, and ignores students’ ability of language practice. The book indicates that teacher should foster students’ comprehensive ability of usin g the language. The teacher should focus on every student’s affection, stimulate their learning interest and foster their integrative competence of using the language. The book’s basic idea is stressing the students’ main role and respecting their individu al differences. The teacher should let the students develop their personality and pay attention to their mental development.In China, education calls for cultivating students’ personality, but what is personality and how to cultivate personality makes teachers confused. Dr. Howard Gardner, who is a famous American cognitive psychologist, writes a book named Frames of Mind: the Theory of Multiple Intelligences (1983). In this book, Gardner indicates that every human has at least eight kinds of intelligences, and these eight kinds of intelligences are independent of each other. Also, these eight kinds of intelligences are combined in different ways and degrees in different people, so everyone’s intelligence is special and personality. Gardner thinks that human’s intelligence’s difference is affected by environment and education, human’s intelligence’s development direction and degree are different because of different environment and education. Richard and Rodgers (2001) think that multiple intelligence theory can not only be applied to general education, but also to language teaching. The book called A Multiple Intelligence Road to an ELT classroom written by Berman (1998) is the first one that combines this theory with English teaching. In usual situation, as long as accepted appropriate outside stimuli and endeavor by themselves, everyone could develop their own any kind of intelligences. Cultivating personality is to develop the students’ advantage. According to the multiple intelligence theory, everyone has several kinds of intelligences and it’s special, the teacher should pay attention to all the students’ difference and help them find their own potentials to make them become more confidence in learning English. The teacher should also design appropriate ways of teaching to apply the multiple intelligence and make the classroom active so as to improve classroom efficiency.In all, multiple intelligence theory could help the teacher stimulate students’ learning interesting, improve the classroom efficiency and develop students’ potential. Guo Fuchang and Wang Changpei (2010) points out that the multiple intelligencetheory is really a good way for teacher to use in junior high school English teaching. Therefore, the author tends to find practical and efficient methods to apply the multiple intelligence theory in Junior high school.However, traditional junior high school English teaching mainly focuses on linguistic and logical-mathematic ability (Jencks 1979). In China, the multiple intelligence theory wasn’t applied in junior high school very well. In traditional Junior High school English classroom teaching, the teachers always pay attention to student’s linguistic intelligence, while ignored many other kinds of intelligence. It makes students lose their interest and confidence in learning English. It becomes a difficult task for them to study English. At the same time, teachers finds it is difficult for them to make the class active, as a result, the class effective becomes very low. How to apply the multiple intelligence theory in Junior High school become urgent affairs.This paper focuses on combining multiple intelligences with Junior high school English teaching to find an efficient way to improve students’ learning interesting and developing students’ potential. The paper is divided into three main parts. In the first part, the author states the multiple intelligence theory’s definition, classification and principles to learn about multiple intelligence theory better. In the second part, the author points out the significance of the application of multiple intelligence theory in junior high school English teaching to know the necessity of applying it into Junior high school English teaching. In the third part, the author put forward some practical methods to help teacher apply multiple intelligence theory in Junior high school better.2. The Researches on the Multiple Intelligence Theory inJunior High School English Teaching.As it is well known that the multiple intelligence theory is very helpful in junior high school English teaching, it is necessary for teachers to learn about the main idea of the multiple intelligence theory. In order to help teachers understand the multiple intelligence theory better, the author introduces the definition and classification of the theory and points out the current situation of the application of the theory in junior high school.2.1 The Definition of the Multiple Intelligence TheoryGarden (1999) indicates the definition of the multiple intelligence theory. He says “I ntelligence is the ability to create an effective product or offer a service that is valued in a culture, a set of skills that make it possible for a person to solve problems in life, and the potential for finding or creating solutions for problems, which involves gathering new knowledge.” The book Multiple Intelligence Reconsidered: Theory and Practice(2007) summarizes and analyses the main meaning of the multipleintelligence theory. It generalizes the theory into the following four points. First, individual intelligence has its own characteristic and unique form of expression. It means that everyone has several kinds of independent and equal intelligences, and everyone’s intelligence is special because of the different combination of them. It is difficult for us to evaluate whether a person is intelligent or not. Second, intelligence is a biotic potential. It can be learned and promoted. Education is a process of cultivating potential. In the book Multiple Intelligences Lesson Plan Book (1995)，it points out that the children are the candle that are waiting for been light. It means that the aim of the education is teaching students firstly how to study, think and how to try their best to show their own intelligences to let students become a lifelong learner. Then, the student is a proactive learner who has unlimited potential and they are teacher’s research partners. In the process of the education, teacher is students’ tutor and “catalyst”, so the teaching should follow the model of humanism. Last, our cour se offered should not only let students get knowledge in one field but should stimulate students’ potential and let them get real development. Third, intelligence emphasizes the ability of one dealing with practical problem and creating the new product which is needed by society. It means the creative ability of students. Traditional intelligence theory pays attention to student’s linguistic intelligence, while ignored many other kinds of intelligence which are related to the ability of one dealing with practical problem and creating the new product which is needed by society are been ignored seriously. The multiple intelligence theory is closely related to the ability that students needed. It could improve students’ creative ability. Fourth, the multiple in telligence theory attaches importance to view the way of the intellectual problem from several aspects. It means that the essence of the multiple intelligence theory is to admit that the intelligence is presented form multidimensional perspectives and it is relatively separate. Everyone has much other intelligence; we should view it in several aspects.From the research we can see that the intelligence is multiple. They are relatively independent and everyone’s intelligence is different. The most importan t point is that the intelligence can solve the practical problem and create the products that are valuable in a culture.2.2 The Classification of the Multiple Intelligence TheoryAccording to the multiple intelligence theory, everyone’s intelligence is multiple. There are at least eight intelligences and they are relatively independent. According to Chapman (1993), eight intelligences mean eight ways of teaching and learning. The following are the eight intelligences.Verbal-linguistic intelligence. It mainly refers to the ability of listening, speaking, reading and writing. It shows that the people can describe the events, express ideas and communicate with each other successfully. It mainly appears on the people suchas the reporter, the edict, the writer, the speaker and the politician. For example, in junior high school English teaching, the teacher asks the students to do report or describe their ideas in the class. Doing report or describing ideas all show the students’ verbal-linguistic intelligence.Musical-rhythmic intelligence. It mainly refers to the ability of feeling, changing, memorizing, distinguishing and expressing music. It shows the people’s music intelligence including of rhythm, tone, timbre, melody. It also consists of the people’s ability of expressing music through compose, lay a musical instrument and sing. It mainly appears on the people such as the composer, the conductor, the singer, the concert performer, the musical instrument maker. For example, in junior high school English teaching, the teacher play English music for the students at the beginning of the class and ask them to sing it together. Listening to and singing the music in the class shows the students’ musical-rhythmic intelligence.Logical-mathematical intelligence. It mainly refers to the ability of operation and inference. It shows the people’s sensitive ability to the thing’s relationship such as analogy, withal, cause and effect and logic. It mainly appears on the people such as detective, lawyer, engineer, scientist and mathematician. For example, in junior high school English teaching, the teacher asks the students to choose true or false about a viewpoint and ask them to explain the reason why they choose the answer. Explaining the reason why the students cho ose the answer in the class shows the students’ logical-mathematical intelligence.Visual-spatial intelligence. It mainly refers to the ability of memorizing, feeling, distinguishing, changing the object’s spatial relations and expressing ideas and emotion through it. It shows the people’s sensitive ability to line, shape, structure, color, spatial relationship and expresses them through plane figure and three-dimensional contouring. It mainly appears on the people such as the painter, the graver, the architect, the voyager, the naturalist and the military strategist. For example, in junior high school English teaching, the teacher asks the students to draw a picture according to the English words. Drawing pictures shows the students visual-spatial intelligence.Bodily-kinesthetic intelligence. It mainly refers to the ability of the coordination of limbs and torso. It shows the people’s ability of controlling over their own bodies and can do reaction correctly to the things. Also, it shows the ability of expressing their ideas and emotion through body language. It mainly appears on the people such as athlete, dancer, surgeon, racing driver and inventor. For example, in junior high school English teaching, the teacher ask the students to do an action according to the English words. Doing action in the class shows the students’ bodily-kinesthetic intelligence.Intrapersonal intelligence. It mainly refers to the ability of cognizing, seeing clearly, introspection. It shows the people’s ability of realizing and e valuating their own mood, motivation, desire, individuality and will. It mainly appears on the people such as philosopher, fictionist and lawyer. For example, in junior high school English teaching, the teacher asks the students to write the diary in English. Writing the diary shows the students’ intrapersonal intelligence.Interpersonal intelligence. It mainly refers to the ability of getting on with other people and association. It shows the people’s ability of perceiving others emotion, mood, and intention. Also, people can do appropriate reaction through them. It mainly appears on the people such as teacher, lawyer, salesman, public relations practitioner, talk-show host, administrator and politician. For example, in junior high school English teaching, the teacher divides the students into several groups and let them cooperate with each other. Cooperating with each other in the class shows the students’ interpersonal intelligence.Naturalist intelligence. It mainly refers to the ability of distinguishing plant and natural phenomena. It shows that the people like exploring nature, planting and be good at observing, classifying, distinguishing. It mainly appears on the people such as hunter, fisherman, farmers, gardener, naturalist and physicist. For example, in junior high school English teaching, when the teacher teaches some something about plants, the teacher could ask students to observe the plats and introduce something about plants in English. Observing and introducing the plants shows the students’ n aturalist intelligence.2.3 The Current Situation of Junior High School English TeachingJunior high school education is one of the stages of nine-year compulsory education. It’s an important stage for students to enter senior high school, so teacher must give a high quality junior high school education for them. However, there are so many problems existent in junior high school education. These problems also appear in the junior high school English teaching.The current Junior high school English teaching has some problems that not allow to ignore. The problems mainly appear in several aspects. First, influenced by idea of traditional teaching, many teachers think that the English teaching is same with other disciplines teaching and the English classroom atmosphere is tedious. The teacher always uses cramming teaching and exams tactics teaching way and activities also lack of targeted and personalized design. Second, the teachers play the center role in classroom English teaching and the students are in a passive position to learn English. There isn’t a close relation between English teaching and the cultivation of the students' intelligences. It cannot make full use of the students' intelligence to improve their intelligence of using language in such English classroom. As a result,students gradually lost interest and confidence to learn English in the process of language learning without the joy of success. It not only hinds the student's linguistic intelligence’ development but also hinds the students’ other intelligences’ development, such as intrapersonal intelligence, visual-spatial intelligence and Naturalist intelligence etc. What’s worse, many English teachers’ English teaching goals are not clear and influenced by the influence of exam-oriented education, many first-line teachers just focus on the English knowledge and language skills and ignore the students’ other learning abilities. It seriously affects the junior high school English teaching quality.3. The Significance of the Multiple Intelligence Theory in Junior High School English TeachingThe multiple intelligence theory has been used in junior high school English teaching for several years, and it has certificated that the multiple intelligence theory has some advantages in junior high school English teaching. There are some advantages.3.1 Stimulating Students’ Interest in Learning EnglishThe first benefit of applying multiple intelligence theory in junior high school English teaching is that it can stimulate students’ interesting in studyin g English. Through the multiple intelligence theory, the teaching aim is to develop the junior high school students’ comprehensive abilities. Junior high school students are active and they like fresh things that they are interested in. The multiple intelligence theory can meet their standards. First, the English teaching content is not only confined to the text book, but also contact with life. It is comprehensive. In the process of choosing the English teaching content, the teacher will learn the students’ interesting first and design the teaching activity. This will let the students learn the English happily. Second, in traditional junior high school English teaching, the teachers always choose the same ways to teach students, it let the students feel boring and hate learning English. The teachers who study multiple intelligence theory will change their ways of teaching. They will design all kinds of teaching activities according to the students’ needs and stimulate students’ interest. Third, according to the multiple intelligence theory, the teachers will pay attention to all the students’ ability and design some different kinds of activities. All these different activities that teacher used in the class are fit for the students’ different intelligences. W hen the students find the feeling of success in the class, students will be confidence in studying English and they will be enthusiastic in the class. For example, there is a lesson in junior high school. In the class, the teacher taught a lesson about animals. In the class, the teacher asked students search some information about animals such as collecting some pictures ofthe robot, drawing a picture of animals and so on. In the presentation of the class, the students are so active and they were eager to share their work. Some students show the pictures of the animals, and some students share their experience of visiting animals. The atmosphere of the classroom is so active that everyone enjoys the class. Students are all interested in learning the English in the class. As for students, if their experiences are reflected, they will be glad to share it with the class by using their own intelligence. After the class, I asked the students what their feelings are. They all told me that they were happy, comfortable and excited in the way of learning. It brought a great achievement and self-confidence in learning English.3.2 Exploring and developing the potential of studentsAccording to the multiple intelligence theory, the school’s education aim is to develop various intelligences and help students find the jobs and hobbies which are fit for their intelligence. Chen, Krechevsky, M. and Viens. (1998) point out that the one of the teaching aims is to explore and develop students’ intelligence. The teacher should help the students find one or more good qualities and let the students eager to pursue their inherent interests. In the English classroom teaching, the teacher could design all kinds of activities to let students find the abilities that they are good at. For example, the teacher could design a class lesson that includes reading, writing, speaking, listening and so on to find what students are good at.In junior high school, every student has their own personalities, so after finding the students’ potential,the teacher could take the different ways according to their difference to develop the students’ special potential. First, the teacher could design various activities to develop the students’ potential. In junior high school, some students are good at drawing, some students are skilled in speaking, and some students are good at writing and so on. The teacher could design some different activities to develop the students’ potential according to their abilities. For example, when teachers talk about noodles, the teacher could divide the students into groups. Each group has a task to design a menu. In the process of designing the menu, some group members draw pictures, some group members writing the words on the menu, some students show their menu to the class and so on. Every student could use their own abilities to finish the task. It not only makes students feel self-confidence, but also develop their potential. Second, the teacher could use the way of multivariate evaluation way to encourage the students to cultivate their potential. The multiple intelligence theory argues that the teacher should evaluate a student from the diversity perspective and find the students’ strengths. Through the proper education, the teacher could develop the students’ strengths.In the past, the teacher only uses a single standard to evaluate the students, and let the students’ other intelligence been ignored. The theory of multiple intelligence points out if given the proper encouragement andeducation, everyone can make their multiple intelligences get a high level. The performance of the human intelligence is equally important. As for students in junior high school, the teacher should admit that the students have several kinds of intelligence. For students, this is not only encouraged, more conducive to the release of their potential. Also, it is beneficial to the students’ healthy growth.3.3 Enhancing the Insufficient Intelligence of StudentsAccording to the multiple intelligence theory, everyone has the potential of multip le intelligences, but each person’s intelligence development degree is different.A few people seem to have a high level in all or in most intelligences development. Other people seem to have the preliminary intelligence and lack of other intelligences because of the development barrier. Most of the people are between the two. Most people’s intelligence can be developed to a good standard. If given appropriate guide, everyone has the ability to make all the intelligence develop to an appropriate level. The students in junior high school have much different intelligence, some are good at speech and some have a good memory. In line with the development of students’ intelligence strength is an important task of education principles, so the teacher always just p ays attention to the students’ intelligence strength and ignore the students’ other intelligence. Doing this often makes the students’ weak weaker. According to the multiple intelligence theory, the teacher should help the students develop the intelligence that they are not good at. In other words, the teacher should develop the students’ good aspect and make up the weak aspect. It means teacher should help the students remove the good aspect that appeared in the activities to the weaknesses and make up the weakness. Every student has their own interest, bobby and potential. The teacher should create the condition and use proper teaching way to guide and help them develop their good aspect and enhance the weak aspect. There are many ways the teacher use in the English classroom teaching could enhance the students’ weak intelligence according to the multiple intelligence. First, the teacher could design all kinds of interest activities to let the students join. In the classroom teaching, the teacher could design all kinds of activities such as drawing, writing, and singing and so on to cultivate the students multiple intelligences and make up their weakness. Second, the teacher could evaluate the students in many aspects and encourage the students. The teacher evaluates the students’ weak intelligence should according to the students’ learning enthusiasm and encourage them. Also, the teacher should seize the fleeting opportunity to give the students the praise before their smart strength disappearing and give their hope to study English. Third, the teacher could give the proper assignment according to the students’ weak ability. The teacher could design different homework according to different students. The homework aims to help students consolidate their weak ability. During the students finish the homework,their weak ability improved quietly.3.4 Transforming Teacher’s Idea and Ways of TeachingThrough the multiple intelligence theory, the teacher will transform their idea of teaching. The book The Way to Impr ove Students’ Intelligence(2012) tells us the multiple intelligence theory could help teacher transform teacher’s idea and ways of teaching. First, we could know the multiple intelligence theory broadens teacher’s idea of intelligence through the multiple intelligence theory. The curriculum function begins to have the fundamental changes. The teachers not only pay attention to the students’ learning grades, but also pay attention to the students’ full development. Especially, the teachers’ attaches great importance to the students’ practice ability and creative ability. All of these are the direction of the new curriculum reform of student assessment. It means that the teachers establish the system of promoting the development of the students’ comprehensive evaluation and strengthening the relation with the exam content, students’ life experience and actual social contact. Also, the teacher will pay attention to the students’ abilities of analyzing the problems and solving the problems. Second, the multiple intelligence theory helps establish the new view of education. Education is the recognition of education; the teachers should believe that every student has the ability to study. The teachers should be happy to find out the potential of each student and give them fully affirmation and appreciation to establish the self-esteem and self-confidence of each students. Education is an individualized education; the teachers should become more active and conscious to design the strategic of English teaching for the students.According to the multiple intelligence theory, the teacher will transform their ways of teaching. The teachers will begin to think more about their own teaching strategic and they become more conscious of students’ distinct abilities and learnin g strengthens. This guide the teacher to think more about how to design strategic of English teaching with different types in the particular curriculum. First, in traditional junior high school English teaching, the teachers always rely on the English textbook and some other books that often tied to the textbook. With the help of the multiple intelligence theory, the teachers could choose the teaching content that attracts students’ interesting and transform the existing lessons or units into multiple model s of teaching lessons for the students to attend. This transformation could satisfy the students’ individual differences. Second, the teachers could choose the teaching strategies according to the junior high school English teaching content, the characteri stics of students’ intelligences and the student’ learning style. It could not only give full play to the advantages of each student’s intelligence and personalized learning, but also achieve good effect in English teaching.。
多元智能理论在初中英语教学中的应用
多元智能理论在初中英语教学中的应用
多元智能理论是美国心理学家哈佛大学教授霍华德·加德纳提出的，在教育领域得到
广泛应用。
多元智能理论认为，每个人都具有不同的智能类型，而不仅仅只有传统的语言
和数学智能。
在初中英语教学中，运用多元智能理论可以更好地调动学生的学习兴趣和主
动性，提高学习效果。
语言智能是学生在英语学习中最主要的智能类型。
教师可以通过多元智能理论的视角，设计丰富多彩的英语阅读、写作和口语表达任务，激发学生的语言智能，提高他们的语言
表达能力。
教师可以组织学生进行小组阅读讨论，让学生在合作中展示自己的理解能力和
语言运用能力。
逻辑数学智能是学生在英语学习中重要的智能类型。
通过培养学生的逻辑思维和数学
运算能力，可以提高他们对英语语法规则和语言逻辑的理解。
教师可以设计一些逻辑思维
的练习题让学生解决，如填空题、选择题等，从而加深学生对英语语法和运用的理解。
音乐智能是学生在英语学习中常常被忽视的一个智能类型。
通过音乐的节奏和旋律，
可以帮助学生更好地记忆和理解英语单词和句型。
教师可以设计一些英语歌曲活动，让学
生通过唱歌的方式巩固和拓展词汇和句型的运用。
多元智能理论在初中英语教学中的应用是十分必要和重要的。
通过运用多元智能的教
学方法，可以更好地调动学生的学习积极性和主动性，提高他们的学习效果。
多元智能理论在初中英语教学中的应用
多元智能理论在初中英语教学中的应用多元智能理论是美国心理学家霍华德·加德纳在20世纪80年代提出的，他认为智能不仅仅是IQ的体现，而是可以表现在多个领域上。
根据他的理论，人类有多种多样的智能，包括语言智能、逻辑数学智能、音乐智能、视觉空间智能、身体动觉智能、人际智能、内省智能等。
初中英语阶段是培养学生语言智能的关键阶段，所以在英语教学中应用多元智能理论具有重要意义。
以下是多元智能理论在初中英语教学中的一些应用方法：1. 多样的学习材料：根据学生的不同智能特点，教师可以准备不同形式的学习材料。
对于语言智能较强的学生，可以提供一些阅读材料和写作练习，同时提供相关的语法和词汇知识；对于视觉空间智能较强的学生，可以使用PPT和图片，示范和演示相关的知识点。
2. 多样的教学活动：教师可以在教学中通过多样的教学活动提供不同智能领域的发展机会。
对于音乐智能较强的学生，可以通过歌曲和唱歌的方式来学习英语单词和句子；对于身体动觉智能较强的学生，可以使用肢体语言和手势来辅助教学。
3. 小组合作学习：多元智能理论鼓励学生之间的合作学习。
教师可以设计一些小组活动，让学生在小组中分享自己的智能优势，并通过合作来解决问题。
可以安排一个小组演讲或辩论比赛，让不同智能领域的学生分工合作，共同完成任务。
4. 综合评价方式：传统的评价方式主要是对学生的语言智能进行评估，而多元智能理论提倡综合评价。
除了考察学生的听、说、读、写、译的能力外，还可以通过学生对音乐、体育、艺术和人际交往的表现来评价他们的个人发展。
5. 鼓励个性发展：多元智能理论认为每个人在不同智能领域都有自己的优势和潜能，所以在初中英语教学中，教师应该鼓励学生发展自己的个性和潜能。
可以提供一些个性化的学习任务，让学生能够充分发挥自己的智能优势。
多元智能理论在初中英语教学中的应用可以促进学生的整体发展，提高他们的学习兴趣和积极性。
通过多样化的学习材料和教学活动，鼓励学生之间的合作学习，综合评价学生的表现，以及鼓励个性发展，可以帮助学生在英语学习中取得更好的成绩，并在其他领域中也能展现自己的优势和潜能。
多元智能理论在初中英语教学中的应用
多元智能理论在初中英语教学中的应用【摘要】本文探讨了多元智能理论在初中英语教学中的应用。
首先介绍了多元智能理论的基本概念，指出了每个人都拥有不同的智能类型。
然后探讨了如何应用多元智能理论设计教学活动，包括多种教学方法和工具的运用。
接着探讨了培养学生多元智能的方法，强调了个性化教育的重要性。
评估学生的多元智能表现也得到了关注，提出了多种评估方法和工具。
文章讨论了多元智能理论与英语教学的结合，强调了激发学生学习兴趣和提高学习效果的重要性。
结论部分强调了多元智能理论对初中英语教学的重要性，并展望了未来多元智能在英语教学中的发展趋势。
通过本文的研究，可以更好地了解并应用多元智能理论来提升初中英语教学的效果。
【关键词】多元智能理论、初中英语教学、应用、设计教学活动、培养、评估、结合、重要性、未来发展。
1. 引言1.1 多元智能理论在初中英语教学中的应用多元智能理论是由美国心理学家霍华德·加德纳提出的，他认为人类的智能不是单一的，而是由多种智能组成的。
在初中英语教学中，应用多元智能理论可以更好地满足不同学生的学习需要，提高教学效果。
通过了解多元智能理论的基本概念，教师可以发现每个学生的潜在智能，帮助他们充分发挥自己的优势。
在设计教学活动时，教师可以针对不同类型的智能设置不同的任务，激发学生的学习兴趣和参与度。
培养学生多元智能的方法包括提供多样化的学习资源和活动，引导学生发展各种智能，促进他们全面发展。
评估学生的多元智能表现则可以通过项目作业、口头表达和书面测试等方式进行。
多元智能理论与英语教学的结合可以促进学生综合能力的提升，培养他们全面发展的个性。
多元智能理论对初中英语教学具有重要意义，有望在未来得到更广泛的应用和发展。
2. 正文2.1 了解多元智能理论的基本概念多元智能理论是由美国心理学家霍华德·加德纳于1983年提出的，是对传统智力理论的一种扩充和完善。
多元智能理论认为智力不是简单地在各种学科中进行划分，而是由多个相互作用的智力构成的。
多元智能理论在初中英语教学中的应用
多元智能理论在初中英语教学中的应用多元智能理论是指，人类在认知和表现方面的能力是多元化的，即不同人拥有不同的智能类型，包括语言智能、逻辑数学智能、空间智能、身体动觉智能、音乐智能、人际智能和自我认知智能等。
在初中英语教学中，多元智能理论可以被应用来提高学生的学习兴趣、激发学生探索学科的潜力、促进学生发展全面的智力素质和实现个性化的学习。
首先，多元智能理论可以帮助教师创造各种教学方法和资源，以满足不同类型智能的学生。
例如，对于语言智能学生，教师可以使用多样化的文学作品和语言练习，以帮助学生提高阅读和写作技巧；对于音乐智能学生，教师可以用音乐表演、唱歌和朗诵作为教学工具，让学生利用声音的韵律和语调来练习英语口语；对于空间智能学生，教师可以通过图片、海报和互动体验等方式来激发学生的好奇心和探索精神。
因为学生在智能类型上的不同，在学习过程中，可以采取多元化的教学方法和资源，使每个学生都能够找到适合自己的方法和资源，学习起来更加轻松自如。
其次，多元智能理论可以帮助学生自我发现和认识自己的潜在能力，以及在学习过程中发展和提高自己的智力素质。
例如，对于空间智能学生，教师可以在课堂上为学生提供绘画作品实践的机会，并提供评估及反馈，以帮助学生更好地了解自己的能力和潜力，以及如何去提升他们的智力素质；对于身体动觉智能学生，教师可以使用英语相关的体育运动、表演秀和角色扮演等教学手段，以帮助学生更好地掌握英语口语技巧和语音语调，同时也提高他们的身体动觉智能; 对于逻辑数学智能和人际智能学生，教师可以提供适量的解题方法和协作实践机会，以帮助学生更好地发展他们的逻辑思维和社交沟通技巧，从而提高他们的学术表现和人际交往能力。
最后，多元智能理论可以帮助学生建立自信、增强自尊心和自我掌控力，以及实现个性化的学习。
学生在学习中，往往会遇到一些阻碍和困难，这时教师可以根据学生智能类型的不同，为他们提供多样化的体验和挑战，使学生在适合个人特长和潜能的旅程中，发掘出自己的力量和潜能，并在这个过程中逐渐建立信心和自尊。
多元智能理论在初中英语教学中的应用
多元智能理论在初中英语教学中的应用多元智能理论是由美国著名心理学家霍华德·加德纳提出的一种教育理论，他认为人的智力是由多种不同类型的智能所组成的，每个人都在这些智能中有着不同的优势和特长。
多元智能理论在教育领域得到了广泛的应用，尤其是在初中英语教学中，教师可以根据学生的不同智能类型，设计不同类型的教学活动，从而激发学生的学习兴趣，提高学习效果。
多元智能理论可以应用在初中英语的听力教学中。
根据加德纳的理论，人的智力包括语言智能、音乐智能、空间智能等多种类型。
在听力教学中，教师可以设计不同类型的听力材料，比如歌曲、对话、广播节目等，以满足不同类型智能的学生的需求。
对于音乐智能较强的学生，可以选择一些有旋律感的歌曲进行听力训练，而对于语言智能较强的学生，则可以选择一些对话或新闻报道进行听力训练。
通过这样的差异化教学，可以提高学生的听力技能，同时也能够激发学生的学习兴趣。
多元智能理论在初中英语教学中有着重要的应用意义。
教师可以通过差异化的教学设计，满足学生不同类型智能的需求，从而提高学生的学习兴趣，促进学生的全面发展。
希望通过教师的努力，初中英语教学能够更加符合学生的需求，让每一个学生都能够在学习中找到自己的闪光点，实现个性化发展。
【这篇文章以初中英语教学中多元智能理论的应用为主题，重点分析了多元智能理论在听力、口语、阅读和写作教学中的具体应用，旨在帮助教师更好地理解多元智能理论，并将其运用到实际教学中。
文章运用了不同类型学生需求的例子，突出了差异化教学的重要性，条理清晰，语言简洁，表达准确，逻辑性强，能够清晰表达多元智能理论在初中英语教学中的应用意义。
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多元智能理论在初中英语教学中的实践与探索
多元智能理论在初中英语教学中的实践与探索【摘要】本文探讨了多元智能理论在初中英语教学中的实践与探索。
首先介绍了多元智能理论在初中英语教学中的重要性，以及简要概述了该理论。
接着分别从听力、口语、阅读、写作和考试这五个方面展开实践，探讨了如何运用多元智能理论提升学生的英语能力。
最后总结了多元智能理论为初中英语教学带来的启示，强调了其在提高学生学习效果和促进个性发展方面的重要性。
通过本文的探讨，可以看出多元智能理论在初中英语教学中的实践是相当可行的，对于激发学生学习兴趣、提高学习效果具有积极作用。
【关键词】多元智能理论、初中英语教学、实践、探索、听力教学、口语教学、阅读教学、写作教学、考试应用、启示、重要性、总结。
1. 引言1.1 多元智能理论在初中英语教学中的重要性在初中英语教学中，多元智能理论的重要性不可忽视。
多元智能理论认为每个学生都具有不同的智能类型，如语言智能、逻辑数学智能、视觉空间智能等，每种智能的发展都需要在教学中得到充分重视和有效的培养。
在初中英语教学中，学生们的智能类型各异，有的擅长听力，有的善于口语表达，有的对阅读感兴趣，有的擅长写作，因此教师需要根据学生的不同智能类型设计多元化的教学活动，提高教学的针对性和有效性。
通过多元智能理论的应用，可以更好地激发学生的学习兴趣，培养他们的自信心和创造力，使他们在英语学习中取得更好的成绩。
通过多元智能理论的指导，可以更好地满足学生的学习需求，提高教学效果，实现英语教学的个性化和差异化。
在初中英语教学中，多元智能理论的重要性凸显，是提高教学质量和学习效果的重要途径之一。
1.2 多元智能理论简介多元智能理论是由美国心理学家霍华德·加德纳于1983年首次提出的。
该理论认为人类的智力不仅仅是在语言和数学方面，还包括了多种形式的智能，如音乐智能、空间智能、逻辑数学智能、身体运动智能、人际智能、自我智能和视觉智能等。
加德纳认为，每个人都在这些不同的智能领域中具有自己的优势和倾向，而教育应该根据个体的多元智能特点来培养和发展学生的潜能。
多元智能理论在初中英语教学中的应用
多元智能理论在初中英语教学中的应用
多元智能理论是美国哈佛大学教授霍华德·加德纳在20世纪80年代末提出的。
根据
这个理论，人的智力是由不同的智力类型组成的，如逻辑数学智力、语言智力、音乐智力、空间智力、运动智力、人际智力、内省智力。
在初中英语教学中，教师可以运用多元智能
理论来帮助学生更好地学习英语。
首先，在初中英语教学中，教师可以利用多元智能理论来进行不同类别智力类型的针
对性教学。
例如，在教授语言知识时，可以打破传统的语法课堂，采用语言游戏、歌曲、
角色扮演等多种多样的教学方法；在阅读教学中，可以运用空间智能与语言智能结合，让
学生根据约定的阅读图示或图表等进行阅读，从而加深学生记忆和理解。
其次，初中英语教学中，教师可以灵活地运用多元智能理论来评估学生的学习成就。
通过不同的测评方式，如书面测试、口试、展示等，可以充分发掘每个学生的不同智能类型，充分发掘学生的潜能，让他们在学习中感受到自己的成果，从而激励他们的学习动
力。
最后，为了促进学生综合能力的培养，初中英语教学中教师还需在教学中充分发挥每
种智能类型的作用，尽可能地激发学生的学习兴趣，提高他们的学习积极性。
在英语口语
教学中，教师可以运用音乐智能和人际智能来让学生进行对话，从而达到学习交流的目
的。
综上所述，多元智能理论在初中英语教学中具有很大的应用价值，教师可以灵活运用
这一理论来不断提升教学质量，帮助学生做好英语学习中的每一个环节，从而提高英语教
育的实效性。
多元智能理论在初中英语教学中的应用探索
多元智能理论在初中英语教学中的应用探索作为一名初中生，在新时代背景下，要拥有跨文化交际的能力，掌握好英语是非常必要的。
然而在现实教学中，很多教师还是采用整齐划一的教学方法：学习字词句；读背课文；考试检测。
长期下来，不少初中生放弃学英语，两极分化现象比较明显。
在这种情况下，如果在初中英语教学方面结合加德纳的多元智能理论，能大大扭转这一现象。
多元智能理论让老师们了解了学生的优势智能，并针对其优势智能采用有效的教学方法，能有效地激发学生的学习兴趣。
另外，多元智能理论也督促教师在设计课程时，从教学目标、教学方法、教学评价等多方面考虑，让课堂更加丰富。
1.多元智能理论上世纪90年代初，加德纳多元智力理论传入中国。
学者们把多元智能理论和各学科教学结合起来研究和探索，发现该理论对促进提高教育效果产生了巨大帮助。
贾秀珍（1）在实际英语教学中把多元智力理论和英语教学相结合。
在多元智力理论指导下，教师可以用多元的眼光看待学生，综合分析学生的能力，肯定学生多方面的才能，从而帮助发掘学生的潜能，提高学生的创造和自主学习能力，使学生在适宜的教学环境和方法中发展各自的智力优势。
多元智力强调学生的智力多元化和个体智力的差异性，全面地看待学生的智力和能力，与新课改所倡导的尊重学生差异、因材施教的方向是一致的，和素质教育的基本理念也是吻合的。
所以作为新时代的英语教师应该具备多元智能理论指导下的英语教育理念和方法。
二、初中英语教学的重要性初中英语课程是基础教育阶段课程的重要组成部分。
学习英语，是多元化社会的需要，有利于新世纪对外向型人才培养，同时，学生的智力、学习能力、国际化的视野也会在这个学习过程中得到巩固和发展。
三、多元智能理论在初中英语教学中的应用多元智能理论为英语教学工作者提供了英语课堂教学方面的理论和方法方面的支持。
加德纳认为，教育的最高目的是在工作教学中去发现和引导学生各项智能的发展（2）。
而初中英语课程目标（教育部，2011）（3）中也提出在初中英语教学中，要激发学生学习英语的兴趣，发展学生综合语言运用能力，善于用英语获取信息、处理信息、分析问题和解决问题，特别注重提高学生用英语进行思维和表达的能力，形成跨文化交际的意识和基本的跨文化交际能力。