A Study On Teaching Design In Teaching Of English Reading In Junior Middle School Guided By MI Theory

MI(Multiple Intelligences)theory has received a considerable attention among educators and scholars since it was put forward by Professor Howard Gardner.This theory stresses differences between student individual intelligences and calls for their comprehensive development.This is consistent with the requirements of “gearing to the needs of all students,focusing on language learners’ different characteristics and individual differences” and “enhancing the comprehensive quality of students” in Compulsory Education English Curriculum Standard(2011)promulgated by Ministry of Education.Besides,it is of great significance for achieving the goal of quality-oriented education.This thesis focuses on how to apply MI theory to teaching design of English reading in junior middle schools,aiming at providing some reference to junior high school English teachers to improve the effect of reading class.Firstly,this study investigates the eight intelligences of the students.Through analyzing the results of the survey,the author finds that there is no significant difference in the overall intelligence levels between experimental class and comparative class.Among the eight intelligences,the most developed intelligence of both classes is Intrapersonal Intelligence.The least developed intelligence of both classes is Linguistic Intelligence.As for those middle-developed intelligences,the students in these two classes have their own advantages and disadvantages.On the basis of the characteristics of the students’ intelligence,the author divides the students in experimental class into several groups in which each member has his own advantage.By doing that,the author can use the mutual assistance among group members to improve the students’ inferior intelligences.Secondly,on the basis of MI theory,this study intends to design a model of applying MI theory to English reading teaching in junior middle school and introduces the idea of using this model.Moreover,based on 9A and 9B Renai English textbook,this study designs four concrete and practical examples which display the detailed information on the application of MI theory in reading English in junior middle schools.At last,the author teaches the students in experimental class according to the design.As for the students in comparative class,the author still teaches them according to the model of pre-reading,while reading and post-reading.At the end of each class,the author tests the class effect.The test results show that the test score of experimental class is higher than that in comparative class.Besides,during class,the author also finds that students in experimental class participated in class activities with high enthusiasm.Almost every student could actively involve in the activities.This shows that applying MI theory to junior middle school English teaching meets the need of students who have different intelligent characteristics.Harmonious and relaxing class atmosphere also shows that this model helps to improve the effect of classroom interaction between teachers and students.Therefore,to some extent,putting MI theory into the teaching design of junior middle school English reading class is helpful to improve the reading classroom efficiency.