An Experimental Study On The Application Of Oral English Teaching Based On Multiple Intelligence Theory To Primary School Students

The theory of Multiple Intelligences pointed out that normal human beings have got at least eight kinds of intelligences: linguistic intelligence,logical-mathematical intelligence,spatial intelligence,bodily-kinesthetic intelligence,musical intelligence,interpersonal intelligence,intrapersonal intelligence,and naturalist intelligence.Everyone is unique,and everyone has his / her own intelligent profile.Even in one person some intelligence is strong while some is weak.So teachers have to realize and respect students’ diversities in learning potential and personal uniqueness.Since MI theory was presented,it has profoundly influenced the reform of American Education.And also draws many educators attention from all over the world.Furthermore,in China,MI theory is consistent with new English Curriculum Standards in compulsory education stage proclaimed by ministry of education advocate that “English teaching is not only for knowledge,but also for students’ all-around development and lifelong development.”(2011)This topic combines the theory of multiple intelligence in English teaching organically,which not only enriches the theory of education and teaching,but also provides theoretical guidance for primary school oral English teaching.Through the exploration of teaching mode under the guidance of this theory,we can find out more reasonable ways to make students really like oral English.The author tries to explore whether oral English teaching in primary schools based on multiple intelligences theory can be effectively implemented.This thesis aims to answer the following questions: 1.Can primary school oral English teaching based on multiple intelligence theory stimulate pupils’ interest in learning English? 2.Can primary school oral English teaching based on multiple intelligence theory build students’ confidence in speaking English by developing intelligence? 3.Can primary school oral English teaching based on multiple intelligence theory improve students’ achievements in English?In the course of the experiment,the author selected the two classes she taught as the experimental objects,Class 3 as the experimental class and Class 4 as the controlled class.In the experimental class,the author designed teaching on the basis of learning the theory of multiple intelligence and understanding the psychological and intelligent characteristics of students,while in the controlled class,the author carried out teaching according to the traditional teaching method,and did not fully consider the intelligence situation of the students.The author carried out questionnaire survey,interview and classroom observation to the students in the experimental class,and carried out pretest and post test for the experimental class and the controlled class.In this study,the results were compared and analyzed by using both Excel and SPSS 25.0software The author transcribed the interview.The study found that: First,Multiple Intelligence Theory advocates a variety of ways to present learning content,which is conducive to stimulating primary school students’ interest in learning English.Second,Multiple Intelligence Theory lays emphasis on the individual differences of students,which can help students find their own superior intelligence and enhance their self-confidence of speaking English.Third,using Multiple Intelligence Theory to guide teaching can effectively improve the efficiency of English classroom teaching and improve students’ English learning achievements.It has certain guiding significance for primary school English teachers’ classroom teaching and it can improve the teaching level.It is suggested that parents should actively communicate with teachers in order to fully understand and to show students’ superior intelligence,and the author expects the education department to carry out diversified evaluation of students in order to promote students’ pluralistic development.