Application Of Matching Intelligence And Learning Style In High School Chemistry Teaching

Robert Sternberg, a famous American psychologist has put forward triarchic theory of intelligence in 1985 and theory of successful intelligence in1996. The theory of successful intelligence has been divided into three aspects: analytic intelligence,creative intelligence and practical intelligence. He also came up with a theory about thinking teaching. At the same time, he thought that the modern school education should attached great importance to the exam-oriented education, ignoring students’ individual differences and different requirements for teaching. As most of the students have different mental characteristics, cognitive characteristics, learning ability, learning habits, thinking quality and hobbies, etc. Therefore, teachers should fully understand the students’ thinking style and learning style so that they can choose the appropriate teaching strategies. A variety of teaching methods are used to make different students find their own learning style, which will make chemistry teaching more smoothly and let the chemical education close to the chemistry curriculum standard.This article mainly uses literature research, questionnaire survey, interviews, case analysis and other research methods. Taking class5 and class6 from Huangzhou Xihu Middle School, Huanggang city, Hubei Province as an example, we did some research on mental matching study and teaching style of intelligence. He definite means are as follows: first of all, investigating the present situation of senior students chemistry learning basis through the questionnaire survey method, interview method and then through the classroom activity, the implementation of personalized teaching strategies, the methods of case analysis to carry out various forms of empirical research, from two aspects of theory and practice, to explore the mental style and the impact of chemistry teaching in higher learning method matching results.Through a semester of study, the following conclusions are drawn:(1) We can divide the experimental class students into some groups according to the intelligence matching study style and learning method, in the grouping mode, the implementation of personalized teaching, the results show that in the new grouping targeted personalized teaching mode, to promote students’ learning, improve students’ academic performance have a positive effect.(2)The implementation of personalized teaching can largely improve students’ learning interest in chemistry and self-confidence, and can promote the students’ individual development, etc.(3) It provides a new model for new ideas and improves the students’ interest in learning, self-confidence, and personality development.(4) Enrich the theory of triple intelligence style model application in middle school chemistry teaching.The inadequacies of the thesis:1. As lacking of the theoretical basis about packet mode of the experimental class, the practicability needs the further applied research.2. The assessing tool of the research results is relatively single, based mainly on the academic scores of students. But no effective assessment tool on evaluating students’ ability to learn and to solve learning problems promoted in New Curriculum Standard was found in this research.