Research On High School Mathematics Teaching Based On The Theory Of Multiple Intelligences

According to the traditional theory of intelligence,intelligence is unitary.However,this point of view was broken by the theory of Multiple Intelligences put forward by Professor Howard Gardner in 1983.In the theory of Multiple Intelligences,human intelligence is divided into nine types,which concern with psychology,pedagogy,art education and other disciplines.It is shown gradually that this theory is important in the fields of discipline teaching after it was introduced into China.However,this theory is seldom used in the research and practice of mathematics teaching field.For this,in this dissertation,the theory of Multiple Intelligences is applied to investigate and research qualitatively the mathematics teaching of high schools by carrying out its interviews,and to design complete lesson plans by taking the Set unit as an example.Firstly,in view of how the theory of Multiple Intelligences permeates into the problems of mathematics teaching in high schools,an outline of the interview questionnaire is designed,and three mathematics teachers of Y middle school in K city are interviewed on-site.After the interview contents are analyzed,some teaching views and suggestions which of how the theory of Multiple Intelligences can be applied in the class teaching are obtained.Secondly,based on the results of interview analysis and combined with the teaching content of Set unit,several teaching cases about the Set unit are designed by integrating with nine multiple intelligences.The relevant design intention and the viewpoint of each teaching case are given.Finally,nine types of intelligence are logically permeated into teaching the Set unit for qualitative research,and a complete teaching plan design is given.The essence of these new teaching plans of lessons is to actively inspire students' multiple intelligences,to promote students' interest in math learning,to promote their math learning quality,and to guide them to connect math with other things,to return math to life,so as to understand math and life.