| Since 1990S, The Theory of Multiple Intelligences, proposed by American Psychologist Howard Gardner, has had a profound impact in schools and classrooms throughout the U.S. Moreover, this theory has become one of the most important guiding principles of education reform in other western countries. In China, with the necessity of deepening education reform and promoting quality education, it is practically important that we study the implication of MI on education reform. Seeing that there are only a few studies on MI, especially there are no systematic and thorough studies combined with teaching practice, I will expound this point in my paper.The Theory of Multiple Intelligences was developed in an era when education reforms were carried out throughout the world. Drawing upon findings from brain research, evolutionary biology, Piaget' s studies of developmental and cognitive psychology, MI Challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by IQ tests, emphasizing the role of culture and education condition in the development of children' s intelligences. His theory was improved based on the project Zero.Gardner defines intelligence as an ability to solve problems or create products that are valued in at least one or more culture settings. His view of intelligence suggests that all people possess at least eight different intelligences which operate in varying degrees. These intelligences as identified by Gardner include Linguistic intelligence, logical/mathematical intelligence, spatial intelligence, musical intelligence, bodily/ kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence and naturalist intelligence. All these intelligences are equally important. Each intelligence is a relatively independent function system which includes sub-intelligence. There is evidence that each intelligence has an explicit developmental pattern which needs nurturing and support to reach its full potential. Each intelligence has an identifable set of stages of growth with a mastery level which exists as and end state in human development. The intelligences all have times of peaking and decline.Gardner States that intelligences can be identified, amplified, taught and applied. The developmental levels of students must be considered in designing the instruction most useful to developing their intelligences. Different approaches should be provided at different developmental levels. Educators should be provided at different developmental levels. Educators should discover students' naturaltalents and recognize the different abilities and talents among different students. Educators should focus on bringing out the individual' s potential and help students develop a sense of accomplishment and self-confidence. The ideal school should centre on individuals where educators play three roles: experts on assessing students, student-course agents, school-community agents.This paper elaborates the influence of Multiple Intelligences on promoting the quality education in china especially in terms of education notion and teaching practice from the point of view of psychology and education. Education should focus on the development of students, and educators should recognize the different abilities and talents among different students. The unique learning environments aimed at developing students' multiple intelligences should be created to help students develop all their intelligences. Educators should teach their students in accordance with their multiple intelligences. True understanding results only when students can apply existing knowledge to new situations and novel contexts. A variety of courses are provided according to the development of students' intelligences. Educators must design multiple ways to introduce a certain learning session and structure the presentation of material in a style which engages most or all of the intelligences, helping students become active learners. Educators must establish flexible assessing system which i... |
