An Experimental Study Of Multiple Intelligence Theory To English Grammar Teaching In Vocational Colleges

With the development of vocational education, more and more educators have been focusing on the Multiple Intelligence Theory provided by American psychologist Howard Gardner. Nearly thirty years after presenting to the public, MI theory has been widely applied in a variety of teachings from kindergarten to colleges, from single subject to other multiple subjects. Under the guidance of MI theory, teachers have changed their evaluation standard to students:they consider that each student has his own potential intelligence and has several intelligences at the same time. The task left for teachers is that they should adopt corresponding ways of teaching to cultivate students’intelligences and motivate their learning interest after acquiring their intelligence characteristics.In China, educators and teachers pay more attention to vocational education which has different features compared with other universities. This thesis mainly deals with the application of MI theory to English grammar teaching in vocational colleges. On the basis of deep understanding of English majors’comprehensive level of English and their inherent personality, the experimental teaching lasts for one semester. The traditional teaching and new experimental teaching guided by MI theory are both applied to English grammar teaching at the same time. One semester later, the results could be gained with the aid of all the related data. The experimental teaching guided by MI theory helped students get further understanding of intelligent differences between these students and others; enhance their enthusiasm in learning. Meanwhile, after analyzing the changes of motivation before and after experimental teaching, this thesis illustrates that the internal interest motivation which plays an essential role in motivating students to study actively has been improved obviously and is the key factor to improve students’achievements. The experimental teaching has obtained some fruitful results, but it has not conducted further teaching experiment and has not evaluated its long term effect with the limitation of teaching period and students’quantity.