[Paper Keywords] Multiple Intelligences Theory Evaluation of Higher Vocational Students [Abstract] Gardner's Multiple Intelligences Theory expounds and analyzes the existence and development potential of intelligence in individuals from a brand-new perspective, which directly affects teachers' remodeling. The concept of education? Build a new one? Intellectual's point of view? And reconstruct a new one? Evaluation view? . It is of great practical significance to introduce the theory of multiple intelligences into the evaluation of higher vocational students to promote their healthy growth. ?
Evaluation is people's value judgment of something, and evaluation is always based on a certain view of intelligence. Evaluating the same student group with different views of intelligence will get different evaluation results, which will profoundly affect the form, essence and effect of student evaluation.
First, from the perspective of traditional intelligence to examine the evaluation of students
The traditional view of intelligence thinks? Intelligence? It is an objective entity. People can objectively measure and analyze its internal components, and think that intelligence is a genetic external human objective existence. Its purpose is to provide the basis and means for selecting talents. The basic way of measurement is to measure the individual's intelligence quantitative score (such as IQ measurement) with the help of some classical quantitative means, and draw conclusions about the individual's intelligence level and quality based on this score. The traditional view of intelligence has been fully reflected in the field of education through student evaluation. At present, the evaluation of students is basically based on the quantitative cognitive indicators of learning or subject examination results, and the main basis for evaluating students' advantages and disadvantages is to record the transcripts of students' examination results in various subjects in a certain period of time. The purpose of student evaluation is to determine which students have excellent intelligence and which students have low intelligence according to these indicators, and then select talents (for example, middle schools are divided into key and non-key classes, and middle schools are also divided into fast classes and ordinary classes). At present, the actual orientation of student evaluation is to instill and train academic knowledge, so that students can get exam results. Students with high test scores are considered to have high IQ, strong cognitive ability and high quality. These so-called high IQ students are selected again for more intensive academic training and test training (such as the college entrance examination that lasts for many years). From the perspective of pure education, the traditional student evaluation is to develop students' cognitive ability as much as possible. In fact, this cognitive ability is quite one-sided, students' other abilities or potentials are brutally curbed, and the development, diversity and complexity of human intelligence are unconsciously separated and annihilated. Therefore, from the formal point of view, it is not difficult to understand that student evaluation will eventually take the test-oriented road.
Under the guidance of current evaluation, many students are virtually forced to devote their precious youth to fields that they may not be good at or interested in, but their intelligence has not developed much. Many students are regarded as people with low intelligence or quality because of their failure in exams, and their original advantages have not been brought into play because of being suppressed, which undoubtedly means a huge waste of resources for schools and society. But it's too cruel for an individual who has only one life (scientist Wu Han and great scholar Qian Zhongshu got 0 and 15 respectively when they took the Tsinghua University exam, so they are not allowed to go to college according to the current college entrance examination admission standards, let alone Tsinghua), and education is unfair. I don't know how many talents are buried because of the profound disadvantages of taking the exam, which should arouse deep reflection from the education department and all walks of life. Chen Danqing, a painter living in the United States, hit the nail on the head and pointed out that many college students now have knowledge but no culture, skills but no common sense, and majors and no thoughts. Of course, people with good academic performance generally have higher cognitive ability and higher quality, but there is no necessary causal relationship. Therefore, in order to comprehensively, scientifically and sustainably promote the development of human intelligence, we must fundamentally overcome the limitations of the traditional view of intelligence and fundamentally change our understanding.
Second, thinking about the evaluation of college students
China's higher vocational education started late, and the research on higher vocational education is in the primary stage. A few years ago, higher vocational colleges were busy with the construction of new campuses and the expansion of quantity, but in recent years, they began to pay attention to connotation construction. Higher vocational education accounts for half of the total number of students in higher vocational colleges, but at present, the evaluation methods and means of students in higher vocational education basically follow those of ordinary higher education.
Higher vocational education mainly faces the front line of production, management, construction and service, and trains high-skilled applied talents with certain professional qualities. Skillful craftsman? Yes There is a qualitative difference between higher vocational education and general higher education. General higher education is mainly scientific education, while higher vocational education is mainly technical education. Science and technology are two aspects of the relationship between man and nature. Science is the product of human understanding of nature, and technology is the tool for human transforming nature. The role of science lies in understanding, while the role of technology lies in manufacturing and realization; The scientific system consists of propositions, and the technical system consists of tools, methods and experiences. To shorten the gap between China and the world's advanced level, the key is to accelerate the pace of scientific and technological innovation and knowledge innovation. However, scientific and technological innovation and knowledge innovation are only the basis of development, and they are not equal to economic development. We must also turn innovation achievements into real productive forces as soon as possible, which can only be done by people who master high technology and skillfully use modern equipment. Higher vocational education is to cultivate such talents.
The talents trained by higher vocational education are first of all high-level and high-tech. They are not only different from the talents with strong practical ability and the ability to analyze and solve practical problems in production trained by ordinary higher education, but also different from the talents with high theoretical literacy trained by secondary professionals. Secondly, it is a talent who has mastered new knowledge, new technology and new technology, has the production operation ability and organization and management ability required by a certain post group, is good at transforming new technology, creativity or engineering design into entities, and can carry out technology and organization management at the production site; In addition, they should also be skilled in operation, equipment innovation, process improvement, fault diagnosis and elimination in the first line of production. Therefore, in the evaluation of students in higher vocational education, besides the sufficiency and practicability of theoretical knowledge, we should also pay attention to non-intellectual factors such as practical ability and team spirit. However, the traditional student evaluation pays attention to the final result of learning and emphasizes the quantity and degree of knowledge, but ignores the examination of students' learning process, learning attitude, emotion, learning strategies, cultural awareness and other qualities, and ignores the promotion of students' all-round development. In the past, we paid attention to the paper-and-pencil exam, focused on examining book knowledge, and only tested students? Know what? Can't measure students? What can you do? what do you want to do? Ignore the assessment of students in the learning process, such as the record and assessment of hands-on ability and team cooperation ability. Vocational education should not only examine what students know, but also examine students more importantly. What would you do? What can you do? What can be done? .
Third, the theory of multiple intelligences and its interpretation
1983, howard gardner, a development scientist at Harvard University in the United States, put forward the theory of multiple intelligences in his book The Structure of Intelligence, and gave a descriptive definition of intelligence: intelligence is the ability of an individual or a group of individuals to solve problems or produce products that are considered valuable in one or more cultural backgrounds, and the intelligence structure is diverse, which can be a unique ability or a combination of multiple abilities. What Gardner said? Intelligence? Mathematical intelligence, vision? Spatial intelligence? Rhythm, intelligence, figure? Sports intelligence, interpersonal intelligence, self-reflection intelligence, natural observation intelligence and existence intelligence. The theory of multiple intelligences breaks the traditional view that intelligence is based on language ability and logic. As the core of integrating ability, mathematical ability expounds and analyzes the existing mode and development potential of intelligence in individuals from a new angle. Therefore, once this theory was put forward, it set off a huge wave in the education field. As a new vision of modern intelligence, the theory of multiple intelligences undoubtedly opens up a new road and provides a new choice for changing the current student evaluation in China.
The core of the theory of multiple intelligences is to respect each student's natural personality, treat all students fairly, comprehensively evaluate their individual achievements and develop their potential, so as to rebuild their self-confidence and interest in learning, and finally realize their all-round improvement and development. The view of multiple intelligences transcends the traditional view of intelligence, and holds that intelligence is an explicit form of human intrinsic function, which is pluralistic, developing and plastic and can only be proved by human activities. As long as human activities are conducive to solving problems or creating products that are considered valuable, they can be regarded as intelligence. A person, as long as he is not a vegetable, everyone has his own unique intellectual advantages and advantageous fields, so that everyone can develop himself through this form, which has a basis and theoretical basis, and also brings a new perspective for student evaluation. The theory of multiple intelligences corrects the traditional theory of intelligence. Intelligence is a single, measurable and highly heritable representation of comprehensive ability with mathematics and mathematical ability as the core? Narrow views. According to the theory of multiple intelligences, human intelligence is varied, and these intelligences are constantly influenced by congenital and acquired in life. The main purpose of education is not only to impart knowledge, but also to explore and lead the development of these intelligences.
The theory of multiple intelligences advocates the idea of respecting individual differences and individual development. It believes that there is no question of who is smart or stupid in this world, but in what ways one person is smarter than another. Every student can become a talent by developing his own advantageous intellectual field. School is a collection of students with different intellectual characteristics, which helps teachers to form an optimistic and positive view of students. Because everyone's intelligence has its own unique way, and each kind of intelligence has many different forms of expression, it is difficult to find a unified evaluation standard and scale suitable for everyone to measure a person's intelligence and success. The essence of intelligence is more manifested in the individual's ability to solve practical problems and produce or create effective products, which has changed significantly from the focus of traditional teaching and evaluation, and the function of evaluation has also changed qualitatively. Teachers no longer only pay attention to students' test scores, but pay more attention to students' personalized development, especially to cultivate students' practical and applied abilities, and to cultivate students' life experience, experience and interpersonal skills. It is easier for teachers to evaluate, observe, cultivate and accept students from multiple angles, find the bright spot in each student, and discover and cultivate students' potential. The theory of multiple intelligences not only holds that every student has the advantages and disadvantages of intelligence, but also puts forward that every student should transfer the characteristics of advantages to disadvantages while giving full play to their advantages, so that the disadvantages can be developed, which is helpful to help teachers establish new educational concepts. As a teacher, according to each student's personality characteristics, we should help them make career plans, especially short-term and medium-term goal guidance, and promote the development of their superior talents. At the same time, it is necessary to transfer students' intellectual characteristics and will quality in the dominant field to the weak field to promote students' all-round and sustainable development.
Fourthly, the enlightenment of the theory of multiple intelligences to the evaluation of college students.
By analyzing the characteristics of higher vocational education and interpreting the theory of multiple intelligences, we can see that the theory of multiple intelligences provides a theoretical basis for confirming students' different intelligences and talents, and opens up a new horizon for measuring students' academic success. Applying the theory of multiple intelligences to the evaluation of higher vocational students can be said to be tailor-made Clothes? . Inspired by the theory of multiple intelligences, the author believes that in the practice of higher vocational education, we must adhere to the diversified evaluation under the guidance of developmental evaluation:
1. The evaluation subject is diversified. The subject of evaluation should be changeable and diverse, and should be related to the evaluation situation. We should emphasize the diversification of evaluation subjects and evaluation information, and attach importance to the role of self-evaluation and mutual evaluation. The evaluation subjects can be teachers, classmates, experimental training instructors, class teachers, dormitory staff and/or employers.
2. Diversified evaluation criteria. Evaluation is a dynamic process, which should change from attaching importance to summative evaluation of learning results to attaching equal importance to formative evaluation and summative evaluation of learning process, and from attaching too much importance to the evaluation of students' academic performance to the evaluation of students' professional accomplishment, quality, health, learning interest, emotional experience, ability and team spirit. Teachers should focus on the diversified development of students, insist on evaluating students from different aspects, and pay attention to evaluating more rulers. ? A paper qualitative? Is unacceptable,? One test for life? Is harmful; Higher vocational education should not only? Product? , more Character? ; Not only high technology, but also high quality.
3. Multidimensional evaluation method. Too much emphasis on quantitative evaluation gradually turns to qualitative analysis and grasp, combining quantitative evaluation with qualitative evaluation, and adopting as many evaluation methods as possible, such as question and answer, skill test, club, paper, design report, hosting or participating in group activities, internship and graduation comprehensive practice report, etc. Each evaluation or test should cover as many relevant ability elements as possible, and link the evaluation with the vocational qualification certificate or technical grade certificate to make the evaluation more career-oriented and effective. It is necessary to replace the traditional examination in the examination room with the assessment of practice site and work site, replace the traditional examination paper with students' creative works and achievements, replace the moral evaluation of students with their social investigation reports and enthusiasm for participating in public welfare activities, and replace the sampling with students' comprehensive evaluation.
4. Appreciate the evaluation attitude. Maslow's hierarchy of needs theory holds that people's higher-level needs, besides the most basic physiological and safety needs, are the needs of respect, hoping to get others' affirmation and appreciation and positive evaluation from society, which is the highest psychological needs of people, and vocational college students are no exception, because they have failed countless times from primary school to college entrance examination, so it is really their helpless choice to go to vocational college, and they are the victims of college entrance examination. They are academic failures of traditional evaluation. Many of them have never received positive comments, and they rarely get the favor of teachers and the smiling faces of their parents. They themselves basically believe that they are? Poor students? , thus losing confidence. Our evaluation should help students regain their self-confidence, and our teachers should be good at discovering students' bright spots, giving them timely praise and affirmation, so that students can fully experience the joy of success and the power of self-confidence.
5. The evaluation focuses on the process. Learning is a dynamic process, and the periodic detection of learning can only reflect some aspects of learning. Teachers are the guides of students' learning process, and they know the changes, gains and growth of students in the learning process best. Therefore, teachers should pay attention to the evaluation of students' learning process, affirm students' little gains in theoretical study, skill mastery and ideological morality in time, encourage growth, inject motivation, pay attention to how much progress students have made compared with their past self, and let students feel that the learning process is happy.
6. The evaluation results focus on potential. The pursuit of student evaluation should not be to give students a simple conclusion, let alone to give students a grade score and compare with other students. Evaluation should not only consider students' past, but also pay attention to students' present and future. Evaluation should not only improve students' original level, but also discover students' potential, give full play to their specialties, understand their needs in development, help students know themselves, identify their intellectual advantages, and move their advantages to weak areas, thus promoting the development of weak areas, establishing self-confidence and promoting all-round development.
Student evaluation is an important part of educational evaluation. The theory of multiple intelligences provides a new way of thinking and perspective for the evaluation of higher vocational students. Do you agree? Water and soil? It has yet to be tested by practice. We should also know that no theory is perfect, and the theory of multiple intelligences is not a panacea for student evaluation. It is constantly improving itself, but it is undoubtedly of reference and positive significance for us to change our educational concept and build a scientific and reasonable student evaluation system suitable for China's national conditions.
[References]
Xu Guoqing, Shi Weiping. On the Technical Undergraduate Education in China [J]. Vocational and Technical Education, 2003 (3 1).
[2] Ada. Multiple Intelligences Theory and Multiple Students' Evaluation [J]. Journal of Anshan Normal University, 2005(4).
[3] Lu Gongman. Multiple Intelligences Theory and the Construction of Student Evaluation System [J]. Journal of Hubei Normal University, 2007( 1).
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