Preschool Mathematical Ability Development Research Based On The Theory Of Multiple Intelligences

Everyone is unique individual, each people all have differences and others' special abilities. Multiple intelligence theory emphasized the difference between intelligence and uniqueness, and expounds a kind of new education thought. This theory has emerged as a long-term proponent of education in China of personalized injected a share ideas new vitality. Infancy is individual life intelligence critical period of development, in this period of use scientific and reasonable to preschool education method personalized unique advantages for intelligence development is very necessary.This study is based on multiple intelligence theory education scheme, the spectrum is exploring 3-6 of mathematical logic of the children in mathematics advantage intelligence development status of intelligence. The study involved methods including interview method, action research, questionnaire method, experimental method. Purpose is logical mathematical advantage by screening for children, and its intelligence mathematical advantage course intervention, develop their logic mathematical advantage intelligence.This study first selection of multiple the child diversified our ability to assess performance questionnaire of teachers from 18 experimental kindergarten with logical mathematical advantage select the children into the intelligence and the control group (divided into three grades). Then use task group member of mathematics curriculum formulated for the implementation of advantage preschool teaching intervention.After a semester of the experimental group and control group, children to further examination test, the children's advantage the development situation of logical mathematical intelligence. From the results of this study found that (1) the researchers wrote three questionnaire has good reliability and validity, big class questionnaire for 0.973, explain reliability for 79.892% variation; The reliability for 0.945 mid-day questionnaire for 74.557%, explain variation; Small-class-based questionnaire for 0.980, explain reliability for 81.568% variation. (2) after for preschool mathematics curriculum intervention, small advantage in the experimental class, and control, with significant difference, significantly better in the experimental results.