How Do I Incorporate Multiple Intelligences in the Classroom?

The theory of multiple intelligences was proposed by Howard Gardner, a psychodevelopmentist at the Harvard Institute of Education in the United States, in 1983. Gardner came up with this theory by studying the traumatic brain patients who noticed their differences in learning abilities. Traditionally, schools have only emphasized the development of students in logic-mathematics and Chinese (mainly reading and writing). But that's not all about human intelligence. Different people have different intelligent combinations, such as: architects and sculptors have a stronger sense of space (spatial intelligence), athletes and ballerinas have stronger physical strength (physical operation intelligence), stronger public relations interpersonal intelligence, Strong introspective intelligence.

Chinese name: Multiple intelligence theory
Foreign name: The theory of Multiple Intelligences

Applied discipline: psychology
Application range: Educational psychology

Multiple intelligence theory

Research and advance the application of multiple intelligence theory

According to Gardner's theory, while developing students' intelligence in all aspects, schools must pay attention to the fact that each student will be particularly outstanding in one or two aspects; and when students fail to keep up with progress in other aspects, do not let Students are punished for this.

· Multiple Intelligences The Father of Multiple Intelligences-Howard Gardner

Howard Gardner is a world-renowned educational psychologist. His most well-known achievement is the "multiple intelligence theory", known as the father of the "multiple intelligence theory". He is currently a professor of psychology and education at Harvard Graduate School of Education and a professor of psychiatry at Boston University School of Medicine. He is the host of Harvard's "Zero Project" Institute, has more than 20 monographs, and published hundreds of papers. The New York Times calls him beauty

Howard Gardner (2 photos)

China's most influential developmental psychologist and educator today. A Harvard Business School professor said that "Gardner is one of the brightest stars of this era, and he highlights the different wisdom of human success." The Chairman of the American Trait Teaching Alliance said that "Gardner is well deserved as the chief scholar who promoted education reform in the United States."

The emergence of multiple intelligence theory:

In the early 20th century, French psychologist Binet created an intelligence test to measure the level of human intelligence.

In 1916, German psychologist Shi Tailun proposed the concept of "intelligence quotient": IQ is the intelligence quotient, which is an important concept that uses numerical values to indicate the level of intelligence. In 1935, Alexander first proposed the concept of "non-intellectual factors". The so-called "non-intelligent factors" refer to all psychological factors other than intellectual factors such as memory, attention, observation, imagination, and thinking, mainly including motivation, interest, emotion, will, and personality. These non-intelligent factors are all direct Intentional factors that affect and restrict the development of intellectual factors. However, this theory has not received much attention since it was proposed.

Harvard in 1967

Stellan IQ Concept The Graduate School of University Education created the Zero Project, chaired by the famous American philosopher Gorman. The main task of the Zero Project is to study how to strengthen art education in schools and develop the image thinking of the human brain. In the 20 years since then, the United States has invested hundreds of millions of dollars in the project. More than 100 scientists and educators have participated in the research. They have conducted experiments in more than 100 schools, and some have been in kindergartens for more than 20 years. He has published dozens of monographs and published thousands of papers. Multiple intelligence theory was an important achievement of this project in the 1980s. Harvard Professor Howard Gardner first participated in this study and re-examined a large number of materials that have not been related to date, that is, studies on prodigies, studies on patients with brain damage, and studies on people with special skills and mental disorders. Research, research on normal children, research on normal adults, research on experts in different fields, and research on individuals in different cultures. Through the analysis of these studies, he put forward his unique theoretical viewpoint on intelligence. Based on a large number of experimental studies on human potential over the years, Gardner first proposed and focused on the basic structure of his multiple intelligence theory in the book "The Structure of Intelligence" published in 1983. The eight types of intelligence that are relatively independent in an individual and are associated with a particular cognitive domain or category of knowledge have laid the theoretical foundation for the theory of multiple intelligences.

Study of Multiple Intelligence Theory

Traditional intelligence theory believes that language ability and mathematical logic ability are the core of intelligence, and intelligence exists as an ability that integrates the two. In response to this traditional narrow definition of intelligence, which only lingers at the operational level and does not reveal the full picture and essence of intelligence, researchers have re-invented the concept of intelligence from different areas of psychology since the 1970s. Test, the most influential of which is the ternary intelligence theory (analytic intelligence, creative intelligence, practical intelligence) proposed by Yale University psychologist Robert Stenberg.

In the 1980s, the theory of multiple intelligences proposed by Harvard's cognitive psychologist Gardner defined intelligence as the ability of people to solve problems and create something in specific situations. He believes that each of us has eight main types of intelligence: linguistic intelligence, logical and mathematical intelligence, spatial intelligence, motion intelligence, music intelligence, interpersonal intelligence, introspective intelligence, and natural observation intelligence. He proposed the concept of "intelligent-based evaluation", which expanded the foundation of student learning evaluation; he advocated "situational" evaluation, which corrected the functions and methods of previous education evaluation. Gardner's theory of multiple intelligences is a powerful challenge to the traditional concept of "one-dimensional intelligence", giving people a fresh look. Especially in the current reform of the new curriculum, when most teachers are confused about student evaluation, his theory will undoubtedly give us a lot of inspiration.

The content of multiple intelligence theory

Specific introduction to multiple intelligence theory

Gardner believes that the definition of intelligence in the past was too narrow to properly reflect a person's true ability. He believes that a person's intelligence should be an indicator of his ability to solve problems. According to this definition, he proposed in the book "Frames of Mind, Gardner, 1983" that human intelligence can be divided into at least seven categories (later increased to eight):

1. Language (Verbal / Linguistic)

2. Mathematical Logic (Logical / Mathematical)

3.Space (Visual / Spatial)

4.Bodily / Kinesthetic

5.Musical / Rhythmic

6. Inter-personal / Social

7. Intra-personal / Introspective

8. Natural Exploration (Naturalist, Gardner added in 1995)

9. Existence ( Existentialist Intelligence, Gardner later added )

In addition, other scholars have separated "spiritual intelligence" from introspective intelligence.

The contents of these nine categories are as follows:

Language intelligence

This kind of intelligence mainly refers to the ability to effectively use spoken and written words, that is, the ability to read, write, read, and speak, as a person's ability to use language to describe events, express ideas, and communicate with people smoothly and efficiently. This intelligence has a more prominent performance in writers, orators, journalists, editors, show hosts, announcers, lawyers and other professions.

2. Logical Mathematical Intelligence

People who work in numbers are particularly in need of this intelligent use of numbers and reasoning. When they study, they think by reasoning. They like to ask questions and perform experiments to find answers. They look for the laws and logical order of things. They are interested in the new development of science. Even the words and behaviors of others have become a good place for them to look for logical flaws, and it is easier to accept things that can be measured, classified, and analyzed.

3. Space intelligence

Spatial intelligence emphasizes that people are highly sensitive to colors, lines, shapes, forms, spaces, and their relationships. The ability to feel, discern, remember, and change the spatial relationship of objects and express their thoughts and emotions is strong. Sensitive to lines, shapes, structures, colors, and spatial relationships, and the ability to express them through flat graphics and three-dimensional modeling. Can accurately sense the visual space and express what is known. This type of person thinks with images and images when studying.

Space intelligence can be divided into two kinds of capabilities: image space intelligence and abstract space intelligence. The spatial intelligence of the image is the specialty of the painter. Abstract spatial intelligence is a specialty of geometric scientists. Architect images and abstract spatial intelligence are good at it.

4. Physical operation intelligence

Good at using the entire body to express thoughts and feelings, as well as the ability to use both hands to smartly produce or transform things. This type of person is difficult to sit still for a long time, like to build things by hand, like outdoor activities, and often use gestures or other body language when talking to people. When they learn, they think through their physical senses.

This intelligence mainly refers to the ability of people to adjust body movements and change objects with ingenious hands. Appears to be able to better control their own body, to be able to respond appropriately to events and to use body language to express their thoughts. Athletes, dancers, surgeons, and craftsmen all have this intelligent advantage.

5. Music Intelligence

This intelligence mainly refers to the ability of people to sensitively sense tones, melodies, rhythms, and timbres. It is manifested as the individual's sensitivity to music rhythms, tones, tones, and melody and the ability to express music through composition, performance, and singing. This kind of intelligence has excellent performance in composers, conductors, singers, musicians, instrument makers, music critics and other personnel.

6. Interpersonal intelligence

Interpersonal intelligence refers to the ability to effectively understand others and their relationships, as well as the ability to interact with people, including four major elements. Organizational ability, including group mobilization and coordination ability. Negotiation ability means the ability to arbitrate and resolve disputes. Analysis ability refers to the ability to be keenly aware of the emotions and thoughts of others, and to easily establish a close relationship with others. Interpersonal connection refers to the ability to show concern for others, be kind to others, and be suitable for group cooperation.

7. Introspective Intelligence

This kind of intelligence mainly refers to recognizing one's ability, correctly grasping one's own strengths and weaknesses, grasping one's own emotions, intentions, motivations, desires, having a plan for one's life, being able to self-esteem, self-discipline, and absorbing the strengths of others. He will understand his own pros and cons from various feedback channels. Chang Jingsi thinks about planning his life goal, loves being alone, and thinks deeply about himself. Likes to work independently and has room for self-selection. Such intelligent and excellent politicians, philosophers, psychologists, teachers and other people all have outstanding performances.

Introspective intelligence can be divided into two long levels: event level and value level. Event-level introspection points to a summary of the success or failure of the event. Value-level introspection links the success or failure of an event with values.

8. Natural Exploration Intelligence

Ability to recognize plants, animals, and other natural environments such as clouds and stones. Naturally intelligent people have outstanding performance in hunting, farming, and biological sciences. Natural exploration intelligence should be further reduced to exploration intelligence, including the exploration of society and the exploration of nature.

9. Presence intelligence

People show a tendency to ask questions about life, death, and ultimate reality, and think about them.

Other types of intelligence

Human intelligence can also be classified from other perspectives:

· Memory: the memory of things, including short-term and long-term memory, image and abstract memory.

Image power: the ability to form an image based on memory. It can also be said to be a cognitive ability.

Abstract power: the ability to form abstract concepts on the basis of images. It can also be said to be rational cognitive ability.

· Faith: The ability to form a general idea of life and the world on the basis of images and abstract thinking.

· Creativity: the ability to form new images, theories, and beliefs.

Cultivation of Multiple Intelligence Theory Development

In the past, the development of multiple intelligences was mainly concentrated in kindergartens, because education experts believe that the development of multiple intelligences for students should start small and gradually spread to other levels. However, in a broad sense, the framework of multiple intelligence theory can not only be promoted at the level of primary schools and kindergartens, but also suitable for secondary schools, universities, even research institutes or on-the-job training. In recent years, many international MBA courses have added creative thinking courses to strengthen students' resilience and creative development in the new era. This is one of the areas of multiple intelligences proposed by Gardner.

For primary and secondary school students, since the theory of multiple intelligences helps teachers to better understand students from their intelligence distribution, we can use the theory in two ways:

1. You can use the theory of multiple intelligences to discover gifted students and then provide them with suitable

Development opportunities for them to thrive;

2. You can use the theory of multiple intelligences to help students with problems, and take a more appropriate method for them to learn. At present, there are several secondary schools in Hong Kong that allow some students with lower language proficiency to use videos to do their homework.

Application of Multiple Intelligences in Teaching

1. To change the view of students in the past

From the perspective of talents, multiple intelligence theory believes that almost everyone is smart, but the scope and nature of smarts show differences. "everybody is good for something". Student differences should not be a burden on education, but rather a valuable resource. We need to change the view of students in the past, treat students with appreciation and discovery, change the standard of measuring students with a ruler, and re-recognize that every student is a genius, as long as we guide and dig them correctly Every student can be talented.

2. Reorient the teaching concept

In teaching methods, the theory of multiple intelligences emphasizes that the method that best suits individual students should be selected according to the intelligence strengths and weaknesses of each student. According to Confucius' view, it is necessary to consider individual differences and teach students according to their aptitude. "Teaching students according to their aptitude" was founded by Confucius and successfully implemented in individual teaching environments. We must inherit this precious educational heritage and implement it better on the premise of applying the theory of multiple intelligences. We must pay attention to student differences and treat them well. In teaching, according to student differences, use a variety of teaching modes to promote the development of student potential, and ultimately promote each student to become their own excellence.

3. Teachers need to change their teaching goals

In terms of educational goals, multiple intelligence does not advocate cultivating all-round talents, but believes that each student's different situation should be used to determine the most suitable development path for each student. In layman's terms, the theory of multiple intelligences does not allow students to cross the canopy bridge, nor does it simply require students to build more bridges. Instead, it advocates laying a bridge for each student, so that "getting what you want" becomes a reality. This is what our school advocates: "Let every student come to learn something, learn something, and get better." People are means, and even more ends. The value of education, in addition to cultivating useful talents for society, lies in developing and liberating people.

4. Changes in concepts lead to changes in teaching behavior

Our teachers can no longer prepare and teach lessons just as in the past just to complete the requirements of the syllabus, but to think more about paying attention to students, developing their potential, and promoting their all-round development. We need to use a variety of methods and methods to present the strategy of "multiple intelligences" for teaching, to achieve the purpose of "multiple intelligences," to improve the form and link of teaching, and strive to cultivate students' multiple intelligences. In the form of teaching, we pay attention to group cooperative learning and discussion to facilitate the cultivation of interpersonal intelligence. In the teaching process, we attach importance to the final reflection process and cultivate students' introspective intelligence. Strive to make the classroom teaching rich and colorful, the classroom interaction forms are diverse, and make the students' dominant position more obvious.

Multiple intelligence theory

Intelligence quotient IQ

(Intelligence Quotient):

It is a way of expressing a person's intelligence level. It represents a potential ability to provide the necessary abilities for survival such as memory, calculation, problem solving, etc., which is the value measured by the intelligence test.

2. Emotional Quotient EQ

(Emotion Quotient):

This quotient refers to the degree of emotional stability in the face of multiple social changes. The higher the quotient, the stronger the ability to withstand changes, not only adapt to the changing environment, but also adjust the environment, and then create a positive mood of the environment.

3. JQ

(Judgment Quotient):

Good analysis will make good judgments, otherwise it will become arbitrary or bet. Therefore, to cultivate a good judgment quotient, it is necessary to start from the analysis ability. With good judgment, decisions are less prone to error. The future is a race against time, so to make good decisions, you must rely on high judgment quotients.

4. Adversity Quotient AQ

(Adversity Quotient):

Adversity quotient refers to the different reactions of individuals or organizations to adversity when faced with adversity. The higher the AQ of a person, the more resilient to adversity, being optimistic, accepting difficulties and challenges, becoming more frustrated and brave, and ultimately performing well. On the contrary, people with low AQs will feel frustrated, lost, complaining everywhere, evading challenges, lacking creativity, often half-way and failing.

Adversity Quotient AQ

5. Creative Quotient CQ

(Creation Quotient):

Being different is all creative. There are new ways and new ideas for dealing with various affairs in life and solving problems in work. The effect of processing is better than other old methods. The ability to generate new ideas and methods is called creative quotient.

Creative quotient cq

6. Health Quotient HQ

(Health Quotient):

Health quotient includes physical and mental state, understanding of health knowledge and appropriateness of living habits, that is, the higher the "physical and mental health", the higher the quotient. The more correct the "health knowledge cognition", the higher the quotient, and the better the "living habits", the higher the quotient. These three items will often interact with each other. If any one item is moving forward, it will affect the other two items. To maintain a high health quotient, it takes time to test your physical and mental state, absorb relevant knowledge and maintain good habits.

Health Quotient HQ

7.FQ

(Finance Quotient):

Different people have different ways of chasing wealth, but how to measure a person's financial ability? Financial quotients provide a new direction to measure a person's financial ability and wisdom to create wealth. It refers to a person's financial intelligence and financial management wisdom. Financial quotient includes two aspects of ability:

Financial quotient The first is the ability to correctly understand money and the laws of money; the second is the ability to correctly use money and the laws of money.

8. Spiritual Quotient SQ

(Spiritual Quotient):

In addition to the physical existence of human beings, there are also psychological, emotional, social, intellectual and other aspects, and the most important is the existence of spirituality. A person is happy, unhappy, unsuccessful, unhealthy, and often has little to do with IQ, and is not necessarily closely related to EQ (EQ bursters may not all be happy, successful, and healthy), but the most direct relationship with SQ- SQ is high, life is the happiest, the most successful, and the healthiest.

9. Number of developers DQ

(Development Quotient):

Development stands for development and display. It is a kind of ability to generate evolution. The quotient of development means that a person's ability to promote a change in state of affairs or state of affairs is also a source of human social progress. The constantly changing and changing state of affairs can interweave a new social environment, so the higher the number of developers, the more ways to change the environment and create the environment.

The Significance of Multiple Intelligences Theory in Teaching Reform

1. Multiple intelligence theory helps to form a correct view of intelligence

A truly effective education must recognize the breadth and diversity of intelligence, and make it equally important to cultivate and develop students' abilities in all aspects.

2. The theory of multiple intelligences helps transform our teaching perspective

Traditional teaching in China basically uses "teachers speaking, students listening" as the main form, supplemented with boring "sea-sea tactics", and ignores the differences in cognitive activities and methods between different disciplines or abilities. The theory of multiple intelligences holds that each person has eight independent intelligences to varying degrees, and each intelligence has its own unique cognitive development process and symbol system. Therefore, teaching methods and means should be flexible and diverse according to the teaching object and teaching content, and teach according to their aptitude.

3. Multiple intelligence theory helps to form a correct view of evaluation

Multiple intelligence theory has severely criticized the traditional standardized intelligence test and student achievement test. Traditional intelligence tests have placed too much emphasis on language and mathematical logic skills, using only paper-and-pencil tests, overemphasis on rote learning, and lack of objective assessment of students' comprehension, hands-on, application, and creative abilities. Therefore, it is one-sided and limited. The theory of multiple intelligences believes that human intelligence is not a single ability, but has multiple abilities. Therefore, the school's evaluation indicators and evaluation methods should be diversified, and school education should be freed from paper and pencil tests. Cultivation of different intelligences of people.

4. Multiple intelligence theory helps transform our student outlook

According to the theory of multiple intelligences, everyone has its own unique governance structure and learning method, so it is unreasonable to adopt the same teaching materials and teaching methods for each student. The theory of multiple intelligences provides teachers with a positive and optimistic view of students, that is, each student has a flash point and merits. Teachers should understand the students' strengths from multiple aspects and adopt effective methods suitable for their characteristics accordingly Its strengths have been brought into full play.

5. Multiple intelligence theory helps to form a correct outlook on development

According to Gardner's point of view, the purpose of school education should be to develop multiple intelligences and help students find careers and hobbies that are suitable for their intelligence characteristics. Students should find that they have at least one aspect of strengths while receiving school education. Students will eagerly pursue their inherent interests.

Integration of Multiple Intelligences Theory and Teaching

Integration of Multiple Intelligences Theory and English Teaching:

1. The entry of multiple intelligence theory in English teaching

Incorporating the concept of multiple intelligences into English courses and developing multiple intelligence curriculum models and teaching plans is the best entry point for multiple intelligences theory in English teaching practice. For example: (1) designing a list of subjects for multiple teaching subjects (Cambell et al., 2001). Design a certain intelligence-related activity as a unit of subject. In the "Interpersonal Communication Subject List", activities such as "organizing or participating in an English party, having an English conversation with classmates, exchanging examinations with peers, or correcting English composition" can be designed. During implementation, students are allowed to choose their favorite subject list and adopt their own learning methods; students are encouraged to use various methods to demonstrate their talents and knowledge. (2) Arrange a multi-curricular planning table. Implementing intelligent goals into English courses or unit teaching, organically integrating the cultivation of various abilities with classroom teaching. Teachers should make clear what is the most valuable knowledge that students should master, what aspects of intelligence to train, and explore appropriate teaching methods. The lesson plan designed by the teacher should include the name of the course or unit, the goal of the course or unit, the expected teaching results, teaching resources or supporting materials, learning activities, teaching steps and evaluation methods.

Foreign language teaching guided by the concept of multiple intelligences has four teaching stages: the perception of abilities-activation of various intelligences through sensory experiences such as touching, smelling, tasting and seeing, and perceptually understanding the various characteristics of things around the world; communication of abilities Experience emotions through contact with other people, things, or specific situations; regulate and strengthen cognitive activities; teaching of abilities teach learning methods and strategies in teaching, connect intellectual development with teaching priorities, and help students understand their intelligence level , Development potential; comprehensive use of abilities through assessment to promote students to comprehensively use a variety of intelligence, so that each student can learn with confidence and make a difference.

2. Integration of Multiple Intelligences Theory and English Teaching

(1) Training cognitive strategies and developing language intelligence

Language intelligence refers to the ability to effectively listen, speak, read, and write, that is, the ability to use listening, speaking, reading and writing to communicate, discuss, explain, explain, create knowledge, construct meaning, and reflect on the language itself. The development of language skills has a significant impact on students' success in achieving academic achievement in any subject. In teaching, teachers should train students to listen effectively, judge content during the listening process, grasp the central theme, and summarize the key points after listening; train students to use as few words as possible to make notes, take notes, and actively draw mental schemas; Cultivate student resource strategies, encourage students to explore resources other than teaching materials (such as dictionaries, English newspapers and periodicals, library resources, Internet information, etc.), so that they can achieve corresponding resource capabilities at different stages. Promote the development of language intelligence by training students' cognitive abilities.

(2) Guide reading training and promote logical and mathematical intelligence

Logical and mathematical abilities cover three areas of mathematics, science, and logic. Its main exponential and thinking abilities include the ability to reason and calculate. Foreign languages belong to the liberal arts and do not seem to be related to logical mathematics. In fact, foreign language disciplines also have certain mathematical concepts, such as permutation, combination, coding, and symmetry. Mastering these concepts can promote foreign language acquisition.

Reading is the main way of language input. In reading training, adopting different questioning strategies, asking open questions, and letting students predict and change logical results can enhance their logical thinking ability and make logical mathematical intelligence play a greater role in thinking and learning. For example, instruct students to guess unfamiliar language phenomena based on discourse clues (such as annotation clues, synonyms / synonym clues, antonym clues, and context clues, etc.), clarify the basic structure of sentences, and integrate the meaning of the text; The development of the storyline of inferred information; reasoning about the author's attitude based on the literal meaning, the logical relationship of the text and the hints of the details; deeper understanding of the moral of the article; according to the content read, the topics are expressed logically in words. These reading exercises are challenging and can train students' mathematical and logical skills.