The Theory Of Multiple Intelligences In The New Curriculum Of High School Chemistry Teaching

Since entering the 21st century, the new elementary education curriculum reform in China aims at improving the comprehensive development of students and focus on cultivating the students'creative spirit and practical ability. Gardner's theory of multiple intelligences has a high degree of consistency with the ideas that proposed by the new elementary education curriculum reform of China. It is the starting point of the educational theory of multiple intelligences to pursue students'all-round development. And it is also the training aim of the new curriculum and the demand of quality education. The theory of multiple intelligences breaks through the traditional theory of intelligences, and broadens our vision of observing the performance of human intelligence to provide us with a multi-dimensional and new perspective to look on the issue of intelligence. This theory has made a great impact on the concept of people's intelligence, talent, teaching, assessment, student, curriculum and so on. It prompts us to change the old concepts of education, but also requires us to improve the adaptation of education. We should provide equal opportunities for each student's development as much as possible and evaluate the students reasonably and diversely.The characteristics of high school chemistry and chemical learning process provide the possibility of training and developing students'multiple intelligences; and theory of multiple intelligences provides a new perspective and new ideas to design teaching better for teachers and to learn chemistry better for students. Combine theory of multiple intelligences with the chemical teaching in senior high school efficiently finds a feasible road for implementing the new curriculum reform creatively. It can carry out the ideas of the new curriculum reform better and improve the teaching efficiency, then realize the 3D teaching object of the new curriculum reform.This thesis is divided into five parts. The first part discusses compendious the realistic background and the study's significance under the current new curriculum reform situation. The second and the third part outline the main theoretical basis of this study and the Theory of Multiple Intelligences Research at home and abroad. The fourth part is the application research of the multiple intelligences theory in high school chemistry teaching. It is the main part of this thesis. It expatiates mainly from five aspects that the theory of multiple intelligences is how to combine with high school chemistry teaching, these five aspects are: the use of multiple intelligences in chemistry teaching, creating diverse learning environment, the use of multiple intelligences to enhance classroom management, the high school chemistry teaching strategies that based on multiple intelligences and teaching evaluation under the multiple intelligences perspective. The last part is a summary of the full text. It summarizes the shortcomings of the study and makes the prospect of future.