Research On The Influence Of The Theory Of Multiple Intelligences On The Teaching Practice Of Elementary And Middle Schools In Our Country

The theory of Multiple Intelligences is famous for its novel concept and scientific argumentation.The theory of Multiple Intelligences provides a theoretical basis for students to develop individuation,an operational framework for teachers to diversify teaching,and a broader vision for teaching practice.Therefore,it is of positive significance to draw lessons from the theory of Multiple Intelligences.The stones of those hills may be used to polish gems.However,it is necessary to stick to the combination of Chinese and Western experience in China for achieving practical results in our teaching practice.The theory of Multiple Intelligences has served as the theoretical basis and has played an important role in the reform of quality education in China.It can be seen that the theory of Multiple Intelligences has a practical soil in our country.Therefore,in the new period of curriculum reform in China,analyzing the influence of this theory on the teaching practice of primary and secondary schools in China is not only a summary of the practical experience of the theory,but also the starting point of further development of the theory in China.By means of case study and in-depth interview,this paper starts with the development of the theory of Multiple Intelligences,and then analyzes the practice of American New City School,which can be used as a sample for the practice of Multiple Intelligences.Taking the practice of the Heping Li NO.4 primary school in Beijing and one of the classroom teaching examples in the eighth grade as case studies,this paper analyzes the actual state of the practice of the theory of Multiple Intelligences in China.By contrasting the case study of American school and teaching practice in China,it finds out the practical challenges of applying the theory of Multiple Intelligences in our country combined with the interviews of front-line teachers.Based on the analysis,this paper offers new paths of how Multiple Intelligences affecting the teaching practice of primary and secondary schools in China.The details are as follows:Chapter one is the introduction.This chapter expounds the policy background and realistic demands of the study,discussing the theoretical and practical significance of this study.Therefore,it makes a reasonable analysis for the follow-up development of the study.Based on the literature review of related research,the research direction and train of thought of this paper are clarified.Chapter two is the development process of the theory of Multiple Intelligences.This chapter combs the development course of the theory of Multiple Intelligences in the past 35 years,and divides it into four stages,which are initial development,theoretical perfection,globalization and reflection.This chapter analyzes characteristics of Multiple Intelligences at each stage of theory and practice.It provides background information for the later analysis of the impact on practice.Chapter three is the case study of the theory of Multiple Intelligences in America.Taking the New City School in St.Louis,Missouri as a case study,this chapter focuses on the four aspects to analyze the practice of Multiple Intelligences in New City school in terms of the development of school-based curriculum,the transformation of teaching methods,the innovation of evaluation system and the build of campus culture.New City School is a successful school implementing Multiple Intelligences.Through a detailed description of it,the New City School provides a practice blueprint for Multiple Intelligences schools in China.Chapter four is the effect of the theory of Multiple Intelligences on the teaching practice of primary and secondary schools in China.The spread of the theory of Multiple Intelligences in China first caused heated discussion at the theoretical level,aroused the enthusiasm of teachers,and then guided the teaching practice in our country.At the implementation level,the theory of Multiple Intelligences has influenced the teaching practice of primary and secondary schools in campus environment,curriculum system,classroom teaching and learning evaluation,promoting the process of educational reform in our country.Chapter five is the case analysis of the influence of Multiple Intelligences theory on the teaching practice of primary and secondary schools in China.This chapter goes from general to specific.The case of Heping Li No.4 Primary School in Dongcheng District of Beijing analyzes the influence of the theory of Multiple Intelligences on Chinese schools through the optimization of campus environment,the innovation of curriculum structure,the reform of teaching mode and the transformation of evaluation mode.At the same time,by analyzing the classroom application of the theory of Multiple Intelligences,this chapter also focuses on classroom teaching,and analyzes the influence process of the theory of Multiple Intelligences on the teaching practice of primary and secondary schools in China from a micro perspective.Chapter six is the challenge analysis and the path choices of the implementation of Multiple Intelligences theory in the primary and secondary schools in China.Combined with the in-depth interviews with the front-line teachers in primary and secondary schools,it is recognized that the application of Multiple Intelligences makes it difficult to realize the individualized development of students and diversified teaching of teachers.Based on this,this chapter puts forward new paths that Multiple Intelligences can affect the teaching practice of primary and secondary schools in our country.This paper hopes provide certain theoretical support to the further practice of the Multiple Intelligences theory in China.