An Experimental Study Of The Effective Model Of Senior High School English Teaching Based On Multiple Intelligence Theory

Gardner’s theory of multiple intelligences includes eight kinds of intelligences,which are language intelligence,mathematical logic intelligence,spatial intelligence,body movement intelligence,musical intelligence,interpersonal intelligence,naturalist intelligence and intrapersonal intelligence.With a tendency to be traditional,China’s English teaching pays insufficient attention to the individual differences of students.Till now,there is not enough research on teaching students in accordance with their aptitude and individualized development.The multiple intelligence theory has attracted widespread attention in academic circles.For a lack of effective cases and insufficient research in accordance with the application of the multiple intelligence theory to high school English teaching,this research makes an exploration of the possible connection between multiple-intelligence-theory teaching model and high school students’ English learning;whether the English teaching model based on multiple intelligence theory helps improve the academic performance and comprehensive English ability of high school students;whether the English teaching model based on multiple intelligence theory can promote high school students’ English learning interest;and whether the English teaching model based on multiple intelligence theory can promote the intelligence development of high school students.Through adopting an experimental research method,this study selected two classes in Grade 10,in which one as Control Class(50 students),using traditional English teaching methods;and the other as Experimental Class(50 students),using English teaching methods based on multiple intelligence theory teaching model.In addition,the experimental research lasted for 4 months.During the experiment,the author not only conducted pre-test and post-test on the two classes but also analyzed the changes in the performance of the two classes.SPSS 25.0 was used to analyse the data collected in the experiment.The data analysis is composed of the descriptive statistics,Independent Samples T test and paired sample T test.The experimental research results show that:(1)Through the implementation of the English teaching model based on the theory of multiple intelligences,it is found that the Experimental Class’ s English performance has been significantly improved,while the traditional teaching Control Class has found to have no significant difference in academic performance before and after the experiment;(2)The English teaching model based on the theory of multiple intelligences has greatly stimulated students’ interest in English learning and comprehensive English ability in the Experimental Class,and the students have made great progress in all aspects;(3)The test data before and after the Experimental Class show that the MI level of the Experimental Class students has improved as a whole,especially the students’ language intelligence,musical intelligence,body movement intelligence,and interpersonal intelligence.In this study,the major findings indicate that during the high school English teaching process,teachers should bring into full play the theory of multiple intelligences,focus on the individual differences of students,and value and cultivate students’ learning interest,learning ability and overall language ability.The English teaching model based on the theory of multiple intelligences is found to be effective.Teachers can develop and organize activities to “learning by doing” through the combination of eight types of intelligence.At the same time,teachers should improve students’ intelligence in all aspects by constantly using the multiple intelligence theory teaching model.English teachers should abandon the consistent one-way transmission teaching method,reasonably arrange English teaching,and scientifically design English teaching cases covering eight multiple intelligences as many as possible to promote the development of students’ advantage and disadvantage intelligence,thereby ultimately achieving learning experiences in which each intelligence promotes and develops each other.