The Application Of The Theory Of Multiple Intelligences In Senior High School Fine Arts Teaching

In modern society, we pay more attention to people’s various development, no longerjudge a person through a certain kind of ability, so does modern education. Gardner’s multipleintelligences theory put forward nine kinds of intelligence, there are inguistic intelligence,mathematical logic intelligence, musical intelligence, body movement intelligence, spacevisual intelligence, interpersonal intelligence, natural intelligence, existential intelligence andintrapersonal intelligence. This division is quite different from traditional intelligence theory,which just focuses on the linguistic intelligence and mathematical logic intelligence. Gardnerbelieves that "intelligence is a kind or a group of ability that individuals solve problems, " or"the ability to create valuable product in one kind or various kinds of cultural background."And he also believe that the human intelligence will be excavated in certain situation, and canbe applied to the practice to solve real problems.Traditional teaching is influenced by the theory of traditional intelligence tests and formsthe ideas of a " uniform school theory", carry out "uniform education" in real teachingsituation. The student will be judged by regular paper-pencil tests. There are manyshortcomings in traditional classroom teaching, such as single instruction, single issue andsingle purpose. They just focus on results and ignore process. But the traditional classroomteaching has its own advantages, it can help the students to master knowledge, to understandknowledge and to master skills. Gardner’s multiple intelligences theory is not the negation ofthe role of traditional intelligence theory in teaching, he proposed the idea of diversificationand individuation on the basis of the original advantages.The core idea of Gardner’s multiple intelligences theory: a person’s ability is polybasic.The starting point of education is not how clever the children is, but how to make the childrenbecome clever, clever in which field. Therefore, Gardner pays more attention to the potentialof the students, focusing on the intelligence differences among the students. The newcurriculum of high school establishes different learning modules, these learning modules canreflect the requirements of Gardner’s multiple intelligences theory, enable the students choosetheir favorite module and choose the module that can highlight their talent. With the supportof the multiple intelligences theory, the classes will not limited in a monotonous environment, no longer confined to the teacher’s cramming education. Various of teaching methods will beused in the classroom. With the help of multi-media, bilateral teaching method will be used tomake the classroom more lively. This form of teaching methods can be easily adopted in artteaching in high school. In this teaching environment, the preparation for a lesson is arduous.The teacher should plan the class according to the students’interest, design the teaching onthe perspective of the students.In Gardner’s multiple intelligences theory, the most important part is the evaluationprocess. The evaluation of high school art teaching are quite simple. Gardner advocatesevaluating a person from different perspectives, the new curriculum of high school artteaching also emphasizes teaching evaluation should adopt multi-agent evaluation, qualitativeevaluation or performance evaluation, such as the growth portfolio, classroom record sheetsand so on. Thus we can evaluate a student comprehensively and sufficiently, find theirdifferences and explore their potential. In this learning environment, the teachers can expandtheir own teaching space, meanwhile improve the students’independent study and learninginterest. The increasing vitality of classroom allows the students to learn more freely andindependently.