The theory of multiple intelligences breaks the traditional understanding that intelligence is a comprehensive ability with language ability and logic-mathematics ability as its core, but thinks that human intelligence is composed of nine kinds of intelligence, such as speech, language intelligence, logic, mathematics intelligence, vision, space intelligence, music, rhythm intelligence, body, sports intelligence, interpersonal intelligence, self-reflection intelligence, natural observer intelligence and existence intelligence, and expounds and analyzes the existing mode of intelligence in individuals from a new angle. Howard gardner, a professor of psychology at Harvard University, put forward the theory of multiple intelligences in 1980s. This theory challenges the traditional concept of evaluating students' ability and has a positive impact on the educational reform in many western countries. In recent years, this theory has also been widely spread in China and has become an important guiding ideology for curriculum reform in the basic education stage in China. First, the connotation of the theory of multiple intelligences According to the traditional view of intelligence, intelligence is only a single logical reasoning or language ability (in other words, except for logical and language ability, other abilities are worthless). Although this view of intelligence can accurately explain the level of students' academic performance, it is difficult to explain the professional achievements and outstanding performance of most students after graduation. Gardner also questioned the appropriateness of this view of intelligence, arguing that intelligence must be related to real life, not determined by "putting a person in an unnatural learning environment and letting him do things he has never done and may never do again" (Li Ping, 1997, p. 8). Based on this idea and related research (including brain injury patients, experts and wizards), as well as the comprehensive results of information processing mechanism, psychometrics, experimental psychology, cognitive psychology, biology and so on. ) Gardner redefined the concept of intelligence. He believes that intelligence should be "the ability to solve problems or produce fashion in a specific cultural situation or community" (Gardner, 1993b, 15). At the same time, he further pointed out that there are at least eight kinds of human intelligence, which can be summarized as follows (Gardner,1993b; ; 1999): 1. Language intelligence refers to the ability to use spoken and written language, including the meaning (semantic ability) and rules (grammatical ability) of language and characters, as well as pronunciation, rhythm, tone, phonology (phonological ability) and different functions (practical ability of language). 2. Musical intelligence refers to the ability to perceive, distinguish, change and express music, which enables people to create, communicate and understand the meaning of sound, mainly including sensitivity to rhythm, tone or melody and timbre. 3. Logical-mathematical intelligence: refers to the ability to use numbers and reasoning, involving the use and understanding of abstract relationships. Its core components include the ability to perceive logical or numerical patterns, and the ability to conduct extensive reasoning or skillfully handle abstract analysis. 4. Spatial intelligence: refers to the ability to perceive visual or spatial information and the ability to express what you perceive. Its core components include the ability to accurately perceive an object or shape, the ability to manipulate the perceived object or shape in the mind or rotate in space, the ability to form and transform psychological images in the brain, and the sensitivity to the relationship between the tension, balance and composition of vision and space felt by image art. Body kinesthetic intelligence refers to the ability to express thoughts and feelings with the body and to produce or transform things with both hands. Its core components include the ability to skillfully handle objects (including rough and fine body movements), the ability to skillfully use different body movements to operate or express, and the ability to feel, feel and be felt through touch. 6. Interpersonal intelligence refers to the ability to identify and understand the feelings, beliefs and intentions of others. Its core component includes the ability to pay attention to and identify other people's emotions, temperament, motives and intentions, and make appropriate responses. 7. Introspective intelligence: refers to the ability to self-examine, identify self-feelings, and produce appropriate actions. This kind of intelligence also plays the role of "Central Intelligence Agency" (Kornhaber &: Gardner, 199 1), so that individuals can know their own abilities and know how to exert them effectively. Its core component is to develop a reliable self-operation model to understand one's desires, goals, anxieties, advantages and disadvantages, and to guide one's behavior. 8. Natural observation intelligence refers to the ability to effectively identify and classify animals, plants, artificial products and other things in the surrounding environment. In detail, natural observation intelligence includes not only the ability to identify animals and plants, but also the ability to identify cars from engine sounds, the ability to identify novel styles in scientific laboratories, and the ability to detect artistic styles and life patterns (Gardner, 1999, 1 16 pages). Second, the characteristics of the theory of multiple intelligences (1) pay attention to integrity. Gardner thinks that these seven intelligence factors are equally important, so he calls for equal attention to these seven intelligence factors. (2) Emphasize differences. Although everyone has seven kinds of relatively independent intelligence at the same time, due to the influence and restriction of various environments and education, everyone's intelligence has its own characteristics in different aspects and degrees, which is the difference of intelligence. (3) Emphasize practicality. Intelligence is an individual's ability to solve practical problems, to produce and create effective products needed by society, and to solve practical problems in real life, especially difficult problems, and to discover new knowledge. Gardner regards intelligence as the ability to solve problems in practice. (4) Focus on development. The key to the development level of people's multiple intelligences lies in development, and to help everyone develop their potential abilities thoroughly, it is necessary to establish an education system that can accurately describe the evolution of everyone's intelligence. School education should be the education of developing intelligence, its purpose is to develop students' multiple intelligences, help students discover their intellectual characteristics and hobbies, and promote their development. According to the theory of multiple intelligences, everyone has these nine intelligences at the same time, but these nine intelligences exist in different ways and to different degrees, which makes everyone's intelligence unique. Therefore, there is no question of who is smart and who is not, but what is smart and how to be smart. That is, there are no so-called "poor students" in the school, and every student is unique and excellent. This view of students was formed on a certain day, which makes teachers happy to hold positive and eager expectations for each student, evaluate, observe and accept students from various angles, pay attention to discovering and discovering the bright spots in students, and discover and develop their potential. This is the reform direction advocated by the new curriculum for students' evaluation, paying attention to the differences and imbalances of students' individual development and attaching importance to the constructive role of evaluation in students' individual development. The development of students can't go hand in hand in every aspect. Every student may present the advantages of development and form different combinations of development fields. Although all fields are developing in an all-round way, there are some differences in the level and speed of development in all fields. Different fields support each other and develop harmoniously in the all-round development of students. This is the harmonious development of students. The theory of multiple intelligences advocates the harmonious development of students and fully demonstrates their development potential. According to this idea, we can perfect and reconstruct the educational idea of students' harmonious development. Therefore, harmonious development should be an important measure for evaluating students in modern education. Suhomlinski believes that it is unfair to only evaluate the final result of learning and ignore the diligence and efforts of students. Evaluation can't become a threat, and evaluation can't become a means of degrading personality at any time. He said: "studying, attending classes, finishing homework and often getting grades-all these should never be the only criteria to measure and evaluate a person ... if a teacher thinks that he is just a creature with a brain full of knowledge, he will not become a fully developed person." If a person can't declare his existence and become a master in a certain field of human mind ... then the so-called person is incredible. " Howard gardner's theory of "multiple intelligences" holds that the traditional view of intelligence is very narrow. Too much attention is paid to people's language and mathematical logic ability, while other aspects of people are ignored, such as interpersonal communication, music, body movements, spatial perception and so on. However, our traditional exams often focus on examining students' language and mathematical and logical abilities, and cannot fully reflect students' various abilities. It is impossible to predict the future development of students. Howard gardner's theory of "multiple intelligences" holds that human intelligence is manifested in various aspects, such as language intelligence, musical intelligence, mathematical logic intelligence, spatial intelligence, body movement intelligence, interpersonal intelligence, self-knowledge intelligence, natural observer intelligence and so on. Taking spatial intelligence as an example, people with developed spatial intelligence have a very accurate understanding of space and are very sensitive to colors, shapes and lines. Their spatial imagination is also particularly rich. In the crowd, these people are: makeup artists, architects, designers, photographers, painters and so on. Their math or language intelligence may not be very good, even not good, but it does not hinder their performance of this spatial intelligence. For example, in our life, there are often some people who suddenly add a lot of color once they are instructed in dressing up, which is also a sign of cleverness. Thirdly, the theory of "multiple intelligences" has brought us some new inspirations: 1. Howard gardner, an American scholar, believes that human beings have seven different kinds of intelligence. They are: (1), language intelligence, that is, people's ability to master, use and express language. This ability is most prominent in poets, writers and speakers. (2) Mathematical logic intelligence is the ability of mathematical thinking, logical reasoning and scientific analysis. (3) Spatial intelligence is an example of highly developed spatial intelligence, that is, having a model in the brain to form an external space world can build designers and painters. (4) Musical intelligence, people who are engaged in stage performances such as music creation, performance and dance are usually outstanding in this respect. (5) Physical exercise intelligence refers to the ability to use the whole body or part of the body to solve problems or make products. Dancers, athletes, surgeons and craftsmen have all performed well in this respect. (6) Interpersonal intelligence is the ability to understand others. Educators, psychologists, politicians, salesmen and so on all have advantages in this respect. (7) Self-cognitive intelligence, that is, the ability to go deep into one's inner world, understand one's emotional life, identify one's emotional changes and experience one's soul activities, that is, the ability to establish an accurate and true self-model and effectively use this model in real life. Because of the privacy of this kind of intelligence, if observers want to explore, they need people from languages and musicians who can easily show their self-cognitive intelligence. These seven intelligences are independent and interrelated, and they are absolutely equal in the structure of human intelligence. Everyone has some of these seven kinds of intelligence, but perhaps no one can have them all. It is the intellectual difference that everyone has that constitutes the difference between people and the richness of human society. 2. The theory of multiple abilities can enlighten our education and teaching: (1) Every student has the potential to be a useful person, and the teacher's task is to tap the potential of students. We can't kill any student, even if he is the most stupid in study and the most naughty in life. He may not be a beginner in this study, but he may not be bad in other aspects. The reason why he is not good is that our eyes only focus on how much he has mastered in books, while ignoring other aspects. We should see this, educate students from different angles and give full play to their specialties. (2) Teaching should pay attention to students' intelligence. The intellectual development of students is different. The speed is different, the depth is different and the quantity is different. Teachers' teaching should pay attention to students' intelligence. Take a variety of effective ways and means to change the inherent unchangeable teaching mode of teachers and actively explore new methods. The teaching form should be rich and colorful. In the process of extending teaching from in-class to out-of-class, a variety of educational practice activities are held, so that students can fully display their specialties in practice, enhance their self-confidence in learning and make continuous progress. (3) To evaluate students, we should see their intelligence in many aspects. In the past, we often only paid attention to students' language and mathematical logic ability. Our evaluation method, examination, only examines students' mastery of book knowledge. Other aspects of students' intelligence have not been properly reflected. It has also formed our usual misunderstanding in teaching, thinking that learning Chinese and mathematics well will be all right, as if both Chinese and mathematics are human intelligence, which is a very narrow view of intelligence. Therefore, we should overcome this concept, look at students vertically and horizontally, and strive to give them a satisfactory evaluation. Almost all teachers and parents think that children didn't get high marks in school and didn't put their names at the top of the score list because they didn't work hard enough, which means that this is caused by their subjective factors. After a little understanding of Hoggard's theory of multiple intelligences, we finally understand that although almost all students want to be top students in the school, only students whose linguistic intelligence and mathematical logic intelligence are fully developed can really get high marks. Only these students, through their own subjective efforts, can hope to achieve the expected score. For those students whose intelligence is underdeveloped or very developed, no matter how strongly you want to be among the top students in the exam, no matter how hard you work, even if you work hard, you will never be among the top students. This is determined by the limitation of your brain structure, and you can't let him master or change it at all. What we call respecting students' individuality and teaching students in accordance with their aptitude must be implemented in understanding and respecting each student's intellectual characteristics. At present, the evaluation criteria we pursue for students rely too much on the testing ability in various assignments. And this kind of exam, which focuses on answering questions, actually assumes that all students' intelligent structures are the same. This is wrong and disrespectful to students' personality. Different intelligences should enjoy equal status in human production practice, cultural creation and spiritual life. They are not only equally valuable, but also constitute the richness of human life because of their complex combination and complementarity. We should fully respect any kind of intelligence and provide conditions and opportunities for development and growth according to each student's different intelligence structure. Therefore, according to the theory of multiple intelligences, we should do the following: 1. Establish multiple evaluation criteria, everyone is equal before intelligence, and each child has a unique intellectual tendency. As long as we evaluate him according to his intelligence, we will find that every child is beautiful and can be cultivated. To set up multiple evaluation criteria, it is necessary to overcome the phenomenon of generalization. Only by treating every intelligence equally in practical teaching can every child be respected. 2. Create multiple activity scenes so that every child can enjoy the fun of life. Preschool education focuses on activities, so that every child can feel the joy of activities, which is to respect the present of children. Based on the theory of multiple intelligences, we should create multiple activity scenes that conform to children's personality, so that children can spend every day in a harmonious and happy environment. Teachers should construct learning activities according to children's intellectual characteristics, so that children can enjoy the happiness brought by learning and experience the charm of life from an early age. 3. Adopt diversified teaching methods, give full play to each child's intelligence, respect the child's personality and embody multiple intelligences. Because each child's intellectual potential is different, it is constantly enriched and developed, so teachers should treat it differently, not only for the whole class, but also for each child by adopting diversified teaching methods.