The Research Of Chemistry Teaching Activities Based On Multiple Intelligence Theory With The Guide Of New Curriculum

Education in China has been developing rapidly while curriculum reform is being carried out all the time.The idea of curriculum reform focuses on quality-oriented education and it aims to contribute to the development of each student in personality and other aspects.With the guide of new curriculum,the education mode which are the student-centered is recognized widely.However,due to the pressure of educating missions on College Entrance Examination,chemistry classes in senior high schools attach merely importance to how much knowledge students could acquire and we pay close attention to grades at the moment.It makes the education method in practical teaching rather simple on this obvious purpose.The mode of teacher-centered classes tends to guide the class.Without consideration of students' individual differences and subjectivity with their growth,this kind of teaching mode will reduce students' enthusiam about learning chemistry as well as leaves difficulty in teaching chemistry for teachers.Multiple Intelligence Theory provides a new vision for reorienting the roles of educators and students.The theory refers that every person have nine kinds of intelligences in different degrees and the differences between people lie in a variety of combinations of those intelligences.What's more,each intelligence can be made an achievement with the help of appropriate education.The intelligence in chemistry teaching is not limited to this course,but teachers,the instructors,will combine the intelligences with different subjects.Therefore,it's a question needs to be thought deeply for every educator that how to implement the idea of new curriculum as well as to accomplish the missions of teaching.There are three key points in this study: the effect of teaching activities based on Multiple Intelligence Theory on arousing students' interest in learning chemistry;the effect on improving students' chemistry performance,and the connection with promoting students' overall development of intelligence.Therefore,the thesis makes use of empirical research and takes Class One,the experimental class,and Class Eight,the comparative class,of Grade Two in a certain senior high school in Harbin as the objectsof research.There're ninety-seven students in total in the two classes in which the students entered school in 2015 and have similar grades in chemistry.The experimental class was taught with the teaching method conducted by MI Theory while we adopted the traditional teaching method which is mainly taught by teachers to the comparative class.After the three-month-experiment,we collect and compare the chemistry grades from students in these two classes.At the same time,students were given out questionnaires on MI Theory.I make an analysis and summary on the collective data and information.The differences of the results between the two classes are analyzed and the causes are concluded after observing the classes in practice.The research result shows that teaching activities of chemistry based on Multiple Intelligence Theory can not only arouse students' interest in chemistry and promote students' overall development of intelligence,but also improve their grades on this subject.In addition,the chemistry teaching activities based on the theory help to cultivate students' abilities of self-study,cooperation and expression.There's no doubt that it's of great impact and meaning for teaching of chemistry to adopt Multiple Intelligence Theory.