Research On The Application Of Multiple Intelligences Theory In Teaching Of Computer Cultural Foundation In Vocational School

Multiple intelligences theory, which was put forward by Howard Gardner at Harvard University of the United States in 1983, is on the theory of human intelligence. It has caused a strong response in the world of educators in the United States and many other countries and also has been widely praised. In recent years, multiple intelligences theory has also been widespread concern of the education field in China, which provides a realistic theoretical support for our country to promote the quality of education. With the new curriculum reform of China, it needs to develop students'comprehensive ability, while in face of the students in secondary vocational schools - a special group, who are defeated in the language intelligence and mathematical logic by rigorous screening tests, how do we restore the confidence of these students? Also how do we cultivate the overall quality of these students? The multiple intelligences theory tells us that we must face up to differences between students, respect differences, and treat differences nicely. We should be good at discovering students'strong intelligence and teaching students in accordance with their aptitude, enhancing strong points and making up for weaknesses. But now in secondary vocational schools, there are many educational problems in the basic course of Computer Culture Foundation, such as teaching methods, teaching objectives, teaching evaluations, and so on.In this paper, based on the theory of multiple intelligences and combined with the characteristics of the course of Computer Culture Foundation and the characteristics of students in secondary vocational schools (hereinafter referred to as SVS), the author explores applied research and implementation plan of multiple intelligences theory in the teaching of Computer Culture Foundation. Besides, research projects are from students'realities. Through the development of many experimental tasks that students are interested in, and using diverse teaching forms, teachers encourage students to achieve the same results in different ways and teachers establish the new teaching evaluation system in order to make a proper assessment of students'experimental operation. It is advocated in the paper to take students'intelligent strengths as a breakthrough, learn the same knowledge through a variety of entry points and inspire students'interest and enthusiasm to learn Computer Culture Foundation so that they can better play the intelligent advantages of professional students.This paper mainly carries on the discussion and research from five sections:The first part of the paper elaborates the research background and research significance, the main research contents and achievements under the current status of education reform. The second part is how to carry on teaching design in the course of Computer Culture Foundation under the guidance of multiple intelligences theory so as to promote students'intellectual development, including how to create conducive teaching situation to enhance students'intellectual development and teaching students according to the starting point for different students at different levels, and how to stimulate their enthusiasm in independent study. Based on the characteristics of Computer Culture Foundation, the teaching task case is carried out and the multiplex appraisal of teaching principles and methods of evaluation are also put forward. The third part is taking Class 1 Grade 08 of Zaozhuang Economical School as the experimental class, and Class 2 Grade 08 as contrast class to practice. Specific teaching practice program and experimental process of Computer Culture Foundation in secondary vocational schools have been proposed, listing the teaching and case progress of Compute Culture Foundation and the implementation of practical teaching methods and effect analysis in Zaozhuang Economic School. In the fourth part of the study, based on practice and analysis of survey data of pre-and post-prediction of the experimental class and contrast class, reconsidering and the problem summary of the practical results have been carried out, and related practical conclusions have been reached. The last part comprehensively summarizes the work done in the research, and forecasts relevant researches that we need to carry out in the future.