The Research Of Reformation On Physical Knowledge-teaching With Multiple Intelligences Theory

At present, knowledge education is facing a lot of criticisms as the educationfoundation. The reason is that not people pay more attention to knowledge education,but ignore the knowledge concept and its meaning. The rationalism enables theteachers to focus on the results of knowledge instead of the process of understanding.Therefore, students become containers accepting knowledge passively whosecharacters and personalities are suppressed seriously.With the guidance of the new knowledge outlook, we renew the knowledgeconcept. Because the knowledge not only reflects the empirical results about peopleunderstanding the world, but also includes human wisdom on controlling the world,even embodies human's emotion and attitudes for nature, social, emotional and life.Knowledge has the multi-dimensional nature. First, knowledge reflects on the externalreality and objective regulation, at the same time, it is the results of human creation.Knowledge is the unity of the cognitive process and cognitive result. Second, thoughknowledge is the subjective creation of human, it has objectivity and externality for itscontent and formation. Externality and inherent quality are both basic attributes ofknowledge. Third, knowledge has determination and objectivity as a result of beingdiscovered which expressed in explicit logical form. But when it is studied andunderstood by the students, the characters of personality and posture emerge again. So,in teaching activity, we should take the "evolutionary" perspective to examineknowledge. The public knowledge demonstrated in front of students is definiteobjective physical entity, which includes wisdom and method in the primitive processof cognition and creation, as well as the emotion, the value and so on. Whenknowledge is studied, understood and used by students, it exists in lively state,releasing its inherent wisdom and methods, and communicates with individual learner.After understanding, experiencing, practicing and reconsidering the public knowledgein his own empirical base, the student produces his personal knowledge.Multiple Intelligences Theory not only opens the new educational thinking, byinitiating the optimistic outlook of students, diversified talents, individual teaching andpositive evaluations, but also inspires the teaching practice. The theory emphasizes on"true understanding and application" to knowledge is unified to the points in the newknowledge outlook that knowledge and skills, feelings, ability, attitude, aesthetics areno longer separated but in uniform, that the capacity development, emotionaldevelopment, aesthetic taste and knowledge studying are different sides of the sameprocess. In addition, the knowledge signified viewpoint in MI theory provides the basisto improve knowledge-teaching means. Because the identical knowledge content mayuse many symbols to show, and those symbols are relevant to human intelligences. Inthis point, when a student has a certain kind of intelligence strength, he should besensitive to the corresponding symbol system. Therefore, we can show the knowledgecontent by multiple forms according to students' intelligent structure, so that everystudent can learn by his intelligence strength in order to understand the knowledgemore deeply and produce their personal knowledge. In this article the writer discussesthe significance that knowledge is showed by multiple forms and then on the currentelementary educational practice, she proposes the principles should be followed whenthe teachers choose the best form to show the physical knowledge with MI theory.