The Current Situation Of Multiple Intelligences Of Primary School Students And The Intervention Of Mathematics Potential Students Based On Multiple Intelligences

Objecti ve:To analyze the level and characteristics of multiple intelligences of primary school students at present,to explore the relationship between mathematics achievement and multiple intelligences and the characteristics of multiple intelligences of mathematics potential students.Based on the results of current situation analysis,the multi-agent intervention course for primary school mathematics potential students is designed according to the theory of multiple intelligences,which can stimulate the potential of mathematics learning and improve the interest of mathematics learning.Methods:1.Investigation method.A total of 1497 primary school students in grades 1-6 were measured by the Primary School Multiple Intelligence Questionnaire,and 1432 questionnaires were collected,the recovery rate was 96%.Delete 78 invalid questionnaires,the effective rate is 99.The number of male and female students who completed the questionnaire was 686 and 668 respectively,and the number of students in six grades was 242,215,237,192,227 and 241,respectively;1077 students from urban areas and 187 students from rural areas.2.Experimental method.First of all,according to the assessment of teachers and mathematics scores from the third and fifth grade two classes selected 40 mathematical potential students,It was divided into experimental group and control group by random method,Ten students in each group.Second,Based on the theory of multiple intelligences to design the intervention curriculum of mathematics potential students in primary schools,And the expert validity test was carried out.Result:1.Analysis of current situation.the results show that the eight intelligences(except language intelligence)mostly fit the u distribution in the six grades.The 3-4 grade students' multiple intelligence is in the turning point or development bottleneck period,and the 5-6 grade shows a steady upward trend.The gender difference in multiple intelligence is mainly reflected in mathematical logic intelligence and self-cognitive intelligence,the urban-rural difference of multiple intelligence is only reflected in individual grade,but the primary school students from the urban perform better in multiple intelligence than the primary school students from the rural.The intelligence of mathematics potential students in primary school is lower than that of non-mathematical potential students,and the mathematics achievement is significantly related to language intelligence and mathematical logic intelligence.2.Intervention experiments.1)The results showed that the expert validity S-CVI of the intervention scheme design was 1.2)Before the intervention,the ? of the interaction effect between group and grade were 0.98,p>0.05,the ? of the main effect of group and grade were 0.99 and 0.98,p>0.05.There was no significant difference between the experimental group and the control group.3)After the intervention,To analyze the difference between experimental group and control group,? of group and grade interaction was 0.93,F is 0.45,p>0.05,It shows that there is no significant interaction between group and grade in multiple intelligences.? of group is 0.68,F is 3.02,p<0.01,The results showed that there was significant difference between the groups at 0.01 level on multiple dependent variables.Specifically,the F of students in different groups in language intelligence,mathematical logic intelligence and total intelligence scores are 8.13,6.13 and 8.95,with P values all less than 0.01,indicating that the experimental group is significantly higher than the control group.? of grade is 0.95,F is 0.32,p>0.05,there was no significant difference in the overall main effect of grade,indicating that there was no significant difference in the amount of difference between three and five years.Conclusion:1.The development of multiple intelligences of primary school students is not stable,in 3-4 grade will appear development bottleneck period.2.Primary school mathematics potential students' multiple intelligence development is slightly lower than non-mathematical potential students.3.Primary school students' mathematics scores and multiple intelligences have a certain relationship.4.Intervention courses based on multiple intelligences theory is effective.5.Intervention courses based on multiple intelligences theory can improve the multiple intelligences and mathematics achievement of mathematics potential students.