| At present,English reading teaching in junior high schools is “one size fits all”,ignoring the students’ individual development.Multiple Intelligence Theory advocates a positive view of students,that is,every student has different intelligence,and different students have different combinations of intelligence.It emphasizes the adoption of appropriate teaching methods and diversified teaching strategies,and pays maximum attention to the development of each student.Therefore,in order to enable each student’s intelligence to the highest level,complete the cognition and acquisition of knowledge in a more efficient way,and achieve the purpose of“individualized teaching”,guided by Multiple Intelligence Theory,this study reformed the teaching of English reading in junior high school and discussed the following two research questions:(1)What are the effects of English reading teaching based on Multiple Intelligence Theory on junior high school students’ English reading motivation(reading self-efficacy and avoidance,reading achievement value and goal,reading material dimension)?(2)What are the effects of English reading teaching based on Multiple Intelligence Theory on junior high school students’ English reading ability(summary and analysis ability)?The subjects of this experiment are 90 students from two classes of Grade 9 in a junior high school in Yueyang City.The experiment lasted for 16 weeks.In the experiment,the experimental class adopted the reading teaching method based on Multiple Intelligence Theory,while the control class adopted the conventional reading teaching method.Qualitative and quantitative research methods were used,and the research tools were English reading test papers,questionnaires,and interviews.After the experiment,SPSS 23.0 statistical software was used to sort out and analyze the collected data.The results reveal that:(1)Reading teaching based on Multiple Intelligence Theory is beneficial to enhance students’ motivation of English reading.Among them,students’ reading material dimension is enhanced the most,followed by their reading self-efficacy and avoidance,and their reading achievement value and goal are relatively low.The reason is that the Multiple Intelligence Theory enriched the reading interest,effectively mobilize students’ enthusiasm,initiative and enhance the students’ reading efficiency,but as a result of junior high school students reading interest and purpose is different,is different on a topic of seeking knowledge desire,thus influence on the reading achievement value and target relative was not significant.(2)Reading teaching based on the Multiple Intelligence Theory has a significant positive effect on the improvement of students’ English reading ability,and students’ reading generalization and analysis ability has been greatly improved.The reason is the reading teaching of the Multiple Intelligence Theory focuses on the differences of students’ individual thinking,which can more effectively activate the strong intelligence of students,drive the weak intelligence with the strong intelligence,so that students’ intelligence can fully develop and complete the acquisition of knowledge more efficiently,thus effectively improving students’ English reading generalization and analysis ability. |
