A Study On Higher-Vocational Electricity Engineering Strategies Based On The Theory Of Multiple Intelligences

Based on the teaching ideas of Humanist and of Multiple Intelligences (MI), created by an American psychologist Howard Gardner, the thesis first emphasizes the diversity of intelligence, intelligence differences, combination concept under the guidance of intelligence concept, teaching concept, evaluation concept and students view. These concepts had a strong impact on China's traditional teaching cognitive system and evaluation system. In this study, the author made great efforts to explore more rational and advanced classroom teaching model In terms of teaching strategies research, according to the author's vocational teaching experience in order to improve teaching efficiency and quality.Vocational education has derived inspiration from the theory of multiple intelligences, the extent to which the author does the research on feasible analysis at the level of teachers, students, and teaching evaluation. This paper reports on the urgency and importance of application of MI in vocational education compared to the traditional educational theory. In this study, the author investigates current teaching strategies of higher-vocational electricity engineering, professional characteristics, students' situations and negligence on the area of vocational education. The study is designed to carry out a range of data statistics.Under the guidance of combination of the theory of multiple intelligences and educational theory, the author introduces detailed, comprehensive description of the five types of specialized teaching strategies:(1) "crew interactive" teaching strategy: Regulation of teacher-student relationships and interactions constitute harmonious teacher-student interaction, individual student interaction, learning individual and teaching intermediary interaction in an attempt to strengthen the interaction between man and the environment, to produce teaching resonance, and to improve the teaching effectiveness in a context of the teaching structure model. (2) "learn by doing" refers to teaching strategies are designed to fulfill the specific teaching objectives in terms of teaching process, based on subjective and objective teaching conditions, which teachers and students work together to complete teaching tasks creatively and efficiently by using their minds. (3) "random access" teaching strategies that learners can freely get access to the same teaching content through different ways in order to gain the awareness and understanding of this teaching structure model from different aspects. (4) "inquiry" teaching strategy is to find the cause of development and the connection in an attempt to find out the principles, to form their own concept. As we know, in the context of the inquiry-based teaching process, the paper emphasize students' center, self-awareness, intellectual capacity, especially abstract logical thinking ability can be strengthened and developed. (5) "project" teaching strategies:students themselves carry out the whole process of a project under the guidance of teachers. In the process, students learn to master the teaching programs of the teaching content. Some students or all of them participate in organization and arrangement of learning behavior, solve the difficulties encountered in projects so as to improve the students' interest in learning, motivate the students'enthusiasm naturally.Theory is a guide to action. At the level of many years'work experience, the author hope to offer more beneficial space for the development and reformation of education. That's the unexpected surprise.