The Application Of Multiple Intelligences Theory To English Reading Teaching In Junior High School

Reading plays an important role in English learning.Through reading,students can consolidate words and phrases.At the same time,they can get useful information from the passage and enhance their knowledge.Therefore,it is necessary to improve students' reading proficiency.This thesis attempts to introduce the Multiple Intelligences Theory(MIT)into junior high school English reading teaching in order to improve junior high school students' reading proficiency and interest in reading.In 1983,Howard Gardner,an American psychology professor,put forward the Multiple Intelligences Theory.Different from previous intelligence theories,Gardner believes that everyone has eight kinds of intelligences,and the level of intelligence varies from person to person.People can make full use of their strong intelligence to solve problems.And at the same time,they can improve their weak intelligence through training.When Gardner introduced this psychological concept into the field of education,it attracted many educators' attention.Consequently,on the basis of previous studies,the author tried to apply the MIT to the English reading teaching to improve students' English reading proficiency.In this experiment,students' strong intelligences were confirmed one by one.The author utilized these advantages to teach English reading to meet the different needs of students.By studying the types of questions in Senior High School Entrance Examination and students' errors,it was found that students do not get high scores in logical reasoning questions,so this thesis focused on the following issues:1.What is the effect of MIT-based English reading teaching on students' reading scores in general,and scores on logical reasoning questions in particular?2.How does the MIT-based teaching model improve students' English learning interest?In order to solve the above problems,the author carried out an English teaching experiment in No.8 Middle School of Puyang Oilfield.The number of students in the two classes taught by the author is 50 respectively.Through the pre-test,it was determined that the two classes corresponded with the controlled trial standards.During the one-semester teaching process,class one was treated as an experimental class to teach reading in accordance with the theory of multiple intelligences,and class two as the control class still carried out traditional reading teaching method.In the experiment,the author adopted the testing,questionnaire survey,interview and classroom observation to get the relevant data,and used SPSSS21.0 software for data analysis.The results show that the reading scores of the experimental class are higher than that of the control class and the logical reasoning question's scores of the experimental class are higher too.In addition,the teaching oriented by the MIT makes full use of students' strong intelligences to arouse their interest in reading.At the same time,learning in the form of group cooperation can reduce students' psychological burden and increase their reading initiative.All these show that it is effective to apply the Multiple Intelligence Theory to junior high school English reading teaching.This research helps teachers to recognize the diversity of students' intelligences,and also provides a theoretical basis for flexible design of teaching activities.