Enlightenment of Multiple Intelligences Theory on Preschool Education;

(A) the formation of an open and pluralistic view of intelligence

According to the theory of multiple intelligences, most people have complete intelligence, but everyone's cognitive characteristics show their uniqueness. As far as the eight intelligences are concerned, each person's quantity is different, and the combination and operation methods of the eight intelligences also have their own characteristics. For a long time, there has been such a problem in preschool education in China, which focuses on cultivating and developing children's language and mathematical logic abilities, ignoring the development and cultivation of children's other abilities, thus belittling the importance of other cognitive styles. Therefore, children's multiple intelligences are not respected, and their specialties are hard to be discovered, which may be a huge waste of human resources for kindergartens, schools and society.

Really effective early childhood education must recognize the diversity and universality of intelligence, so that it is equally important to cultivate and develop children's abilities in all aspects. Every subject is equally important to the development of children's intelligence in many aspects. It is worth pondering that a narrow view of intelligence will inevitably lead to a narrow educational content, which can only cultivate children with one-sided development, which will hinder or even stifle children's potential abilities in many aspects to some extent, thus limiting their natural and good development. One of the significance of the theory of multiple intelligences to preschool education in China is to form a more open and diverse view of intelligence.

(B) the formation of teaching students in accordance with their aptitude.

The theory of multiple intelligences tells us that human intelligence is multiple, not single. However, it is impossible for a person to master or master all the intelligence. On the basis of developing children's multiple intelligences, early childhood education institutions should help children find and develop the intelligence that suits their own advantages. As early as the Spring and Autumn Period, Confucius put forward the principle and educational practice of "teaching students in accordance with their aptitude". The application of the theory of multiple intelligences in education also conforms to the long-established teaching principle of "teaching students in accordance with their aptitude".

Because of the diversity and complexity of children's intellectual expression, it is impossible to find a teaching method suitable for all children at any time, no matter how excellent the teacher is. Prior to this, domestic preschool education was mostly the same teaching methods and methods, and the educational reform was not accepted and implemented by preschool educators in the general sense, which made our education cultivate not only children with one-sided development, but also children without personality and creativity, which led to the stagnation and atrophy of some children's intelligence in other aspects because they could not be properly cultivated. Therefore, teachers should be able to constantly change teaching methods and means according to the characteristics of different children, so that children have the opportunity to use methods suitable for their intellectual tendencies to learn.

To sum up, the theory of multiple intelligences is gradually changing our previous teaching concept and forming a new teaching concept that truly teaches students in accordance with their aptitude. "It requires our kindergarten teachers to choose and create various suitable educational methods and means that can promote the all-round and full development of each child according to the different characteristics of educational content and children's intelligent structure, learning interest and learning style. At the same time, our teachers are also required to emphasize the full development of each child's intellectual advantage when designing kindergarten education courses, and promote the development of other intellectual fields, especially the mentally weak, from the intellectual advantage of each child. In addition, it also requires us to develop different intellectual fields in an all-round way when designing kindergarten courses. At the same time, by mobilizing the different roles of different intellectual activities in education and teaching and using diversified teaching methods, the actual effect of teaching will be greatly improved. "

(C) the formation of an objective and reasonable evaluation concept

Influenced by the traditional knowledge concept centered on language and mathematical ability, traditional education has always had disadvantages in educational evaluation, and it pays more attention to academic achievement as the main criterion for evaluating educational quality. This kind of educational evaluation usually only uses paper-and-pencil tests, overemphasizes rote knowledge, and lacks objective evaluation of children's understanding ability, practical ability, application ability and creativity. This evaluation method is one-sided and limited. It can't truly and accurately reflect children's ability to solve practical problems, misjudges children's learning potential, and tends to train and develop children's language and mathematical logic abilities, while ignoring their other aspects of ability training and cultivation.

Gardner believes that authenticity evaluation is the most important. Authenticity evaluation refers to the evaluation of children's ability to solve practical problems through various channels, forms and different real-life learning situations. Children's observation records, performance display, audio recording, video recording, pictures, graffiti or charts, individual conversation record, monthly calendar performance records, etc. Personal files should be put in, and children should be evaluated with such files. "He put forward two kinds of authenticity evaluation: one is practical evaluation, that is, evaluation based on children's actual works or performances; The second is file evaluation, which can capture the situation of children in a period of time, encourage children to freely explore new solutions to familiar problems, identify the intellectual strengths and weaknesses of each child, and reveal the trajectory of children's growth and the way of progress. " ⑤ Preschool teachers should observe, evaluate and analyze the advantages and disadvantages of children from many aspects, and take this information as the starting point of serving children, and on this basis, choose and design appropriate teaching content and teaching methods, so that evaluation can truly become an effective means to promote the full development of each child's intelligence.

Early childhood education based on narrow traditional evaluation concept has been rampant in China for many years, which makes the educational goal increasingly narrow and rigid. The theory of multiple intelligences provides us with a more complete evaluation concept. Its significance lies in overcoming the disadvantages brought by the traditional evaluation "snapshot" test, showing us a broader vision in educational evaluation, thus changing our perspective of evaluating children.

(4) Respecting the formation of individual students.

"Gardner believes that everyone has eight kinds of intelligence, but their combinations and their respective degrees of play are different. Everyone has his own advantageous intellectual field and his own learning type and method. All children are talented people and have their own intellectual characteristics, learning types and development directions. " ⑥ The theory of multiple intelligences provides preschool teachers with a positive and optimistic view of students, that is, every child has its bright spots and advantages. Proper education and training will make every child's intelligence reach a higher level. Teachers should understand children's specialties from many aspects, and take effective methods suitable for their characteristics to give full play to children's specialties. And education should be geared to all children, and I believe all children can learn well. Children with poor grades are probably because their education is not suitable for them and they have not been able to give full play to their potential. Children with learning difficulties may be caused by the knowledge and operation of learning strategies not being activated and used freely in learning, which requires kindergarten teachers to guide them in the teaching process. Teachers should adopt diversified teaching strategies and methods according to different teaching contents and educational objects, so that children can acquire knowledge in a way they understand, so as to meet the needs of different learning styles and guarantee the right of each child to learn, enjoy educational resources and develop. On the basis of fully developing all kinds of intelligence in everyone's brain, education should create all kinds of scenarios for children to show all kinds of intelligence, give everyone a variety of choices, make them develop their strengths and avoid their weaknesses, thus stimulating everyone's potential intelligence and fully developing everyone's personality.

The theory of multiple intelligences helps us to establish the belief that every child has the development potential in one or several aspects, and as long as they are provided with appropriate education, every child can become a talent. What educators should do is to provide children with different intellectual potentials with different education suitable for their development. Different children can get the same good education, and each child can get a good development, thus becoming a useful talent.

(E) the formation of a healthy and sustainable development concept

The purpose of kindergarten education should be to develop multiple intelligences and help children find learning directions and hobbies suitable for their intellectual characteristics. When children receive kindergarten education, they find that they have at least one advantage, and they will eagerly pursue their inner interests. This kind of pursuit can not only cultivate children's interest in learning, but also be the intrinsic motivation of children's persistent learning, and it is the necessary quality to master the principles of disciplines and skillfully create inventions.

However, the traditional kindergarten curriculum attaches importance to language and mathematical logic ability, while ignoring art and aesthetic education. Another great significance of the theory of multiple intelligences to China's preschool education is to make the competent departments and teachers of preschool education clear what elements of multiple intelligences can be cultivated in children in the current educational plans and activities, and teachers should devote themselves to popularizing these elements to ensure that all children can benefit from them. In kindergarten curriculum design, we should not only attach importance to different aspects of children's intelligence, but also expand the space for intellectual development and explore everyone's potential ability as much as possible. When everyone has the opportunity to tap their own potential and learn and grow happily, they will show unprecedented positive changes in cognition, emotion, society and even physiology.