The Practice Research On High School History Activity Curriculum Based On Theory Of Multiple Intellgince

At present, our country’s basic education is gradually deepening the curriculum reform, with the ultimate goal is to implement the growth and development of students. Multiple intelligence theory provides new thinking dimensions for it, also’provides the beneficial reference and guidance for the middle school history teaching. Supported by multiple intelligence theory, this paper discusses the design of high school history curriculum teaching plan, implementation and evaluation, etc. This paper is divided into six parts, including:In the introduction part, the article narrates:topic background, core concepts, main contents and research methods, at the same time, based on historical activity, theory of multiple intelligence keywords has carried on the related literature review. Finally, raises the topic of this article:explore high school history activity curriculum under the vision of multiple intelligence.The first chapter discusses the relationship of high school history activity curriculum theory and multiple intelligences theory. First of all, the thesis pointed out the shortage of traditional history classroom teaching, such as:too much emphasis on the teaching of cognitive goal, pay close attention to students’ memory and recite of history concept and history knowledge, and students’ history thinking ability request too generalization, students form apparent lack of emotional attitude values, etc. The paper put forward to change the traditional teaching mode. Secondly, the article explores the core concept and theory of multiple intelligences, think that, individual intelligence has the characteristics of diversity, integration and development, and put forward two angles to improve traditional history teaching:"based on students’ multiple intelligences" and "for the student multi-dimensional intelligence raise". Finally, the paper discussed the internal connection of multiple intelligence theory and the historical activity from the perspective of "put students first" thought, and discussed the training and development of middle school students’ multiple intelligences from three points:multiple intelligences, the historical discipline characteristic, intelligent training objectives.The second chapter discusses the overall teaching design of high school history curriculum. Paper puts forward two angles to explore the theme of activity:the students’ multiple intelligences, realistic problem situation, and the pursuit of the diversity value for students growing, etc. At the same time, the paper discusses the dialectical relationship between theory of multiple intelligence horizon, and history class teaching goal. The paper believes that this two part support each other, On this basis, the paper put outs three strategy to reach the goal of teaching——multiple cuts, center, collaboration, Specific include:reality problem situation as the center, to show diversity problem situation, and pay attention to the collaboration between students. Paper also has carried on the exploration of history curriculum implementation, put forward four types:the historical theme creation, skills to make history, history of social practice, historical cultural and artistic performance. Finally, the thesis also explore assessment under the perspective of theory of multiple intelligences: think it in real situations, with development, pluralism and diversity, to evaluate students’ intellectual activities.The third chapter discusses high school history curriculum of the concrete implementation process. This paper pointed out that, in the activity mobilization training phase, should rely on multiple intelligences to develop students’ inquiry, at the same time determine exploration tasks for the cultivation of students’ multiple intelligences; In addition, the paper also explores the way to find team leader and the role of teachers in this section, etc. In the activities of the concrete implementation phase, this paper puts forward that attention should be paid to curriculum implementation:to explore the effective integration of content and multiple intelligence training, let the students choose to explore the task based on the characteristics of their intelligence, and to show their own exploration achievements through their own ways. In the summary of the activity evaluation stage, the paper believes that teachers should give students stage to show ego adequately, pay attention to the implementation of diversified evaluation. Paper also explores relationships between different evaluation ways and multiple intelligence training in the form of a list. This chapter finally discussed, curriculum resources classification, and integration mechanism problem, under the perspective of theory of multiple intelligences.The fourth chapter discusses high school history curriculum teaching evaluation problem. This paper summarized the core evaluation concept of the theory of multiple intelligence, and pointed out that, using the theory of multiple intelligence in teaching evaluation should reflect: the diversity of evaluation subject, evaluation process of dynamic, the differences of evaluation objects, and situational evaluation of reality. At the same time, the paper pointed out that, high school history curriculum teaching evaluation procedure should pay attention to the key problems of the history curriculum teaching evaluation diversity. This paper puts forward that, history curriculum teaching evaluation should reflect:process evaluation and result evaluation, the effective combination of quantitative evaluation and qualitative evaluation. The last part of the article has discussed the present situation and causes of teacher evaluation. The article points out the current teacher evaluation literacy faces:evaluation of value orientation and evaluation of knowledge to ascend, and evaluation skills still need to develop, at the same time, it analyses the reasons:education evaluation system environment, teachers’ evaluation literacy theory, teacher’s own reason. On this basis, the thesis had preliminary quality index system of teacher evaluation, and evaluation of teachers in the historical activity preparation stage, implementation stage and summary stage to explore the manifestation. Finally, the paper puts forward the corresponding strategy from three angles:"strengthening assessment guide","to provide professional training","teaching evaluation practice".In general, this study supported by multiple intelligence theory, try to explore students’ personalized development path in the high school history activity curriculum teaching process. Believe that as long as the theory of multiple intelligences into the high school history activity curriculum teaching design, implementation and evaluation, every student can have the opportunity to sing their "small solo", as well as the social progress of "great harmony" is not far away.