Reflections on Multiple Intelligences 1 The book "Multiple Intelligences" has benefited me a lot after reading this book carefully, let me know the frontier information of world education, and also electrified my educational thoughts and changed my blood.
I know that the application of multiple intelligences theory in teaching is to make every student find "self-feeling" and make his mind develop more healthily. The theory of multiple intelligences tells us that every student has different potentials in different aspects, and there is no "poor student". Students are different in knowledge, ability and emotion, attitude and values. Therefore, teachers should have different requirements for different students when designing teaching objectives. This is the so-called different people, different levels of students put forward different levels of requirements. Therefore, our teachers should consider setting the teaching goal of "reserving differences" when setting goals.
The theory of multiple intelligences tells us that children's cognitive style is unique, and everyone has their own intellectual advantages different from others. Therefore, the methods of developing students' intelligence should also be varied. Every student has his own advantages in the field of intelligence, and everyone in the school is a fertile talent. What we should pay attention to is not which student is smarter, but in which way a student is stronger. Therefore, our education must truly face all students, strive to develop each student's superior intelligence, enhance each student's inferior intelligence, and lay a good foundation for each student's ultimate success.
I think we should pay attention to the following aspects when guiding students to learn:
First of all, let children learn in their own way and become experts.
Gardner, the founder of the theory of multiple intelligences, has a famous saying: "Every child is a potential gifted child, but it often takes different forms." Different people have different forms of intelligence combination. Even if two people have advantages in some intelligence, the combination of this superior intelligence and other superior intelligence varies from person to person. They also have high musical intelligence, some have high physical intelligence at the same time, and the combination of the two shows the ability of music and dance, while others show the ability of singing, playing and composing. Therefore, every child cannot be required to have a model. Be good at letting children learn in their own way, for example, music is strong through singing and sports is strong through performance.
Secondly, there is no word "poor student" in the educational dictionary.
According to the theory of multiple intelligences, students' learning difficulties actually belong to "potential has not been effectively developed". As long as we find effective ways to develop our potential and optimize the transformation of intellectual and non-intellectual factors into academic ability, our students will certainly be able to overcome their learning difficulties. Therefore, exploring effective educational models and methods to change students' learning quality, learning methods, learning habits and interpersonal relationships to the greatest extent will enable students to learn to solve their learning difficulties independently and lay a good foundation for further lifelong learning and development in the future. Our conductor genius Zhou Zhou is a typical example. His usual movements are so uncoordinated, but standing on the podium, he is so devoted, so coordinated and full of understanding. His musical potential has been developed, which gives him the conditions to settle down and make contributions to society. Therefore, as a teacher, we should pay attention to discovering children's different potentials, adopt appropriate teaching methods, fully tap them, and let them give full play to their advantages.
Therefore, our education should build a platform for every child, create a situation, explore and develop their intelligence, and let every child develop healthily on the basis of giving full play to their strengths. Let's study with students and be happy together!
My interest in Gardner's multiple intelligences stems from a conversation with a parent of a young child. She asked me, "where is my child's specific intelligence?" Where is the direction of training? "
I was suddenly speechless! Then we thought: in the development of human education, isn't there even a system that can comprehensively evaluate a person's intelligence?
In the process of seeking the answer, a senior who has worked for many years gave me a cautious suggestion: Maybe Gardner's theory of multiple intelligences will help you. I got one of them, The Art of Multiple Intelligences Teaching, from the unit leader.
From the "scientific case" of speech/language intelligence teaching to the "language art case" of natural intelligence teaching, each case is divided into two parts: theory and operation, and each operation process is based on the fixed mode of "awakening, expanding, teaching and transferring", and the theory of multiple intelligences is gradually infiltrated in each link. According to the selection principle of "Multiple Intelligence Toolbox", every link in each class embodies the theoretical concept of multiple intelligence. In the modern education mode of kindergarten, it is emphasized that teachers should meet the growing learning requirements of students. This book only provides a variety of teaching methods, so that teachers can communicate effectively with children, discover children's intellectual advantages, and help children use their intellectual advantages to learn.
After briefly introducing the theory of multiple intelligences, this book expounds the author's thinking on how to integrate the theory of multiple intelligences into classroom teaching in the form of example teaching. This book systematically discusses two ways to integrate the theory of multiple intelligences into teaching: 8-in- 1 teaching (8-in- 1 class) and intelligence-centered class.
The discussion of 1 8 in instructional design strategies focuses on the first part of the book. In this part, Laaser discusses how to design the timing, time arrangement and curriculum structure of the teaching strategy of 8-entry 1, and shows the whole design process of 8-entry 1 teaching through three teaching cases: primary school (frog's journey of deformation), junior high school (the equivalent relationship between fractions and decimals) and senior high school (literary genre). At the end of each case, Laaser also commented and reflected on the case. Although there is no mention of our kindergarten education, it still has considerable reference function.
The exploration of "teaching design strategy focusing on intelligence" is the focus of this book. The second part is divided into eight chapters, accounting for the vast majority of the book. The first chapter applies phonetic/linguistic intelligence to comprehensive science courses; The second chapter uses logic/mathematical intelligence to attend social learning classes; The third chapter applies visual/spatial intelligence in biology class; The fourth chapter uses physics/motion intelligence to teach geometry; The fifth chapter uses music/rhythm intelligence to teach history lessons; Chapter six uses interpersonal intelligence to take literature lessons; Chapter seven uses self-knowledge to attend current affairs class; Chapter VIII Using Natural Intelligence to Teach Language Arts.
Scientific research shows that the left and right hemispheres of the brain each play a unique role, but they are always working in coordination to play the role of the whole brain. From this point of view, isn't the "integration view" that we began to emphasize after the second curriculum reform similar? Of course, it is worth mentioning that the theory of multiple intelligences also emphasizes the integrated teaching method to a certain extent.
The book mentioned: "In the past, intelligence has always been regarded as fixed and static, and it was born with people all their lives." "In fact … by consciously activating more levels of intelligence … we can become smarter and wiser!" In other words, whether for children or adults, all kinds of intellectual development can be obtained through specific methods.
The theory of multiple intelligences education was put forward by Gardner, a famous educator at Harvard University. It divides human intelligence into eight aspects, namely, language intelligence, music intelligence, logical mathematics intelligence, spatial intelligence, limb kinesthetic intelligence, introspection intelligence, interpersonal intelligence and natural observation intelligence.
The idea of respecting individual differences and individual development advocated by the theory of multiple intelligences is consistent with the direction of this new curriculum reform, which provides a meaningful reference for us to challenge tradition and form a new curriculum design concept with the characteristics of the times. It inspires our teachers to "teach for multiple intelligences" and "teach through multiple intelligences".
"Multiple Intelligences Teaching" requires our courses to develop different intelligences, mobilize the different functions of different intellectual activities in education and teaching, and use diversified teaching methods to greatly improve the actual effect of classroom teaching. Understanding the theory of multiple intelligences and the "student view", "education view" and "evaluation view" formed under the guidance of this theory is helpful for teachers to understand and actively practice the new curriculum.
As a teacher and parent, I used to be anxious about my children's unsatisfactory academic performance and worried about the differences between children and other children, which was very distressing. As the saying goes, feet are short and inches long. Everyone has his strengths and weaknesses, and no one can do everything. In life, we often enjoy the gods who make wonderful and shocking performances on the challenging stage on TV. We also often see some people who are good at dancing, some who are good at painting, some who are good at calculating, some who are good at talking, and others ... All these can only show that these people have developed their extraordinary intelligence in some aspects, so they have succeeded, but they may not be able to catch up with ordinary people in other aspects.
As the front line of teaching, we often encounter unsatisfactory places for children in the process of classroom teaching and education. In correcting homework, different levels of homework are placed in front of us. How to face it correctly? I think it is impossible for every child to be the same, and we can only insist that different children improve on the original basis. Jiang Hao, a foreign classmate, collects garbage at home, and the home is very dirty. The child has bad hygiene habits since he was a child. The correct rate of his homework is very high, that is, his homework is unfair, and his books are dirty and messy. Sometimes the teacher needs to carefully identify them to find the answer. If he can finish his homework cleanly and completely, it is a sign of progress. For such a child, it takes a long time to help him get rid of bad habits and make him do it again and again. Wang Tao is a child who doesn't like doing homework. His homework needs constant encouragement. If someone praises him, he can finish his homework well. On the contrary, he doesn't do it or can't finish it, sometimes he doesn't do it for days. But it is such a child that he is very enthusiastic about the class. Whenever he is praised for what he has done for the class, he has a satisfied smile on his face. We can find his pain in the process of doing his homework. For him, the first thing to do is to take care of the homework and let him choose some homework. When doing homework, we should arrange classmates or class cadres to be on duty, give appropriate encouragement and supervision, relax the teacher's grading standards, and praise them immediately if there are good places.
A person always has his own advantages and disadvantages. If students' advantages can be developed in the process of education and teaching, they can be developed. Teachers should evaluate, observe and accept students from multiple angles, discover and discover the bright spots in students, and pay attention to the differences and imbalances of students' individual development.
Reflections on Multiple Intelligences 4 In Gardner's theory, human intelligence is multiple; Moreover, this diversity is open, not closed, and people will continue to explore the types of human intelligence. As long as an ability is supported by enough practical and anatomical evidence, it can enter the framework of multiple intelligences.
Multiple intelligences: When art, sports, music and other activities are applied to classroom teaching, learning will become full of interest. According to students' needs, interests and potentials, we provide suitable learning methods. The multi-intelligence classroom is like a "real" world, where students participate in learning more actively. Students can show and share their advantages. Through cooperative learning, students can complement each other and give everyone a chance to show their strengths. Everyone wants to be an "expert" in a certain field. This in turn will increase students' self-confidence and self-esteem. Education based on multiple intelligences means that teaching and evaluation should be based on the advantages and disadvantages of students' intelligence. Teachers organize teaching around problems, allow students to understand in various ways, and attach importance to the uniqueness of each student. Teachers' professional roles have changed from traditional knowledge disseminators to promoters, resource providers, learning promoters, motivators and contacts. Adopt diversified teaching methods, develop their superior intelligence, stimulate their weak intelligence, and help them transfer the characteristics of superior intelligence to other learning fields. Emphasis on intelligence and fair evaluation. Every piece of information needs to be directly evaluated in its operation; Teaching and evaluation are combined, so we should pay attention to the direct evaluation of students' performance when they participate in learning activities in teaching situations.
The theory of multiple intelligences has five extremely beneficial inspirations for the ongoing curriculum reform in China.
(1) Our curriculum reform should aim at cultivating multiple intelligences;
(2) Our curriculum reform should focus on cultivating innovative spirit and practical ability;
(3) Our curriculum reform should establish a student view that everyone can succeed;
(4) Our curriculum reform should establish the teaching concept of teaching students in accordance with their aptitude;
(5) Our curriculum reform should establish a multi-dimensional evaluation concept.
The concept of respecting individual differences and individual development advocated by the theory of multiple intelligences is consistent with the direction of this new curriculum reform, which provides a meaningful reference for us to challenge tradition and form a new curriculum design concept with the characteristics of the times. It inspires our teachers to "teach for multiple intelligences" and "teach through multiple intelligences". In a sense, the former can be regarded as our new thinking on the purpose of education, while the latter can be regarded as our new pursuit of educational methods. "Teaching for Multiple Intelligences" requires us to abandon the usual concept of designing only around Chinese and mathematics and physics when designing school curriculum, but fully recognize the different intellectual characteristics of different students, treat students' multiple intelligences equally, emphasize the full development of each student's intellectual advantages, and promote the development of other students' intelligence from each student's intellectual advantages. "Multiple Intelligences Teaching" requires our courses to develop different intelligences, mobilize the different functions of different intellectual activities in education and teaching, and use diversified teaching methods to greatly improve the actual effect of classroom teaching. Understanding the theory of multiple intelligences and the "student view", "education view" and "evaluation view" formed under the guidance of this theory is helpful for teachers to understand and actively practice the new curriculum.
Reflections on Multiple Intelligences 5 Recently, I was fortunate enough to read the book "Multiple Intelligences Teaching Strategies-Discovering the Gifts of Every Child" written by Mr. Campbell. I felt a lot after reading it and was deeply inspired.
In our real world, our society is rich and colorful, because people with different strength and intelligence play their advantages in different fields of society. Various talents have multiplied, invented and innovated, served and entertained, making people's lives convenient and happy. In particular, the more diverse a society is, the more diverse talents are needed, so that people with different intelligences can play different intelligences. No matter what kind of intelligence is important to society. However, in the past, our society usually regarded Chinese and mathematical logic intelligence as a person's most important ability. In the process of our growth, most of our studies and tests are concentrated in these two parts, and these Chinese parts and math skills are regarded as the most valuable learning. Usually, our high score means our high IQ. In the past, our society also arranged schools according to the results of this intelligence, and most schools also focused on cognitive learning. However, once you graduate, you will often find that what you have learned in the past cannot be applied in society, or your ability is lacking.
As a junior high school teacher, I shoulder the responsibility of education, which is of great significance to my education and teaching. When we are in education, we often meet some very special and unusual children. In fact, according to the theory of multiple intelligences, these children are not really "stupid" or "weird", they just have their own intellectual characteristics and different forms of expression. As educators, we should fully realize that there is no question of how smart children are, only how smart children are. We should have a brand-new thinking about education. I think so, too. We should prescribe the right medicine for the cultivation of each intelligence factor and teach students in accordance with their aptitude. We should learn to design and organize group education activities about basic concepts and knowledge for a certain teaching content or theme. For example, use some small games to develop your various interests. For example, in the autumn when leaves are flying, you can play a small leaf game with your child. In the field of speech-language intelligence, children can describe the colors and shapes of leaves and tell which tree they fell from. In the field of musical rhythm intelligence, they can sing a song about autumn with their children. In the field of logic, children can count the number of leaves and classify the collected leaves, and count how many leaves are in each of the following categories. In the field of visual space intelligence, children can draw a leaf or make a clip art from it. In the field of kinesthetic intelligence, children can wear these leaves on a beautiful necklace. In the field of communication-communication intelligence, children can finish leaves with friends and share happiness together.
Discovering children's talents is not only to promote the maximum and optimal development of children's intellectual potential, but also to improve children's self-esteem and self-confidence, and to help children form feelings of loving teachers, classmates and schools. This is especially important for those students whose intellectual advantages are not in language and mathematics. Therefore, as a teacher, we should be good at discovering children's existence in those aspects inside and outside the classroom, and make the best use of the situation to let children get full development and show their talents and talents.
Reflections on Multiple Intelligences 6 I read the theory of multiple intelligences introduced by Teacher Tang today and learned a lot. I know that the theory of multiple intelligences was put forward by howard gardner, a psychologist at Harvard University School of Education, in 1983. Multiple intelligences (MQ or MI) include adventure IQ, creativity IQ, physical exercise IQ, visual space IQ, music melody IQ, natural history IQ, intelligence IQ, emotional IQ, language IQ, self-reflection IQ, mathematical logic IQ and interpersonal IQ.
Through study, I believe that everyone has unlimited potential and possibility, and the future will be an era of becoming a top scholar. As long as children are guided by their own strengths and intelligence, they can have a sense of accomplishment, achieve self-acceptance, self-affirmation and self-realization, and life will shine. Reading is only a small part of it, and the integration of knowledge and the application of information are the more important abilities in the future. The role of multiple intelligences in people's lives. By investigating the role of multiple intelligences in adult life and the influence of the development of various intelligences on children's development, multiple intelligences play a role in three independent aspects, namely, the role of rest, how to use multiple intelligences for entertainment in the work environment, how to use multiple intelligences to get happiness and relax appreciation, and how to use multiple intelligences to cooperate with and understand others. Of course, every function of multiple intelligences will change with age. At the beginning, children spend most of their time on the entertainment function of multiple intelligences; After school, children's play time is controlled. When they grow up, they begin to appreciate others with multiple intelligences, and more and more realize the importance of friendship and relationship. The rest function of multiple intelligences mainly occurs in adulthood. At this stage, we spend most of our time working with our intelligence or supporting our families. Unfortunately, the entertainment function of multiple intelligences seems to have disappeared in our schedule at this stage. In fact, when we spend a lot of time and energy to work or support our families, it is easy for us to ignore other intelligence that we don't need.
Therefore, our teachers should know their own intelligence; You must use them. Establishment: Every child can be smart about cognition and trends. We should also understand the true meaning of our cleverness, and see what we are best at and what we want to avoid most. Once you know the intelligence you have, you can help ensure that your children are affected. Maybe what you influence your child is not what you are best at, but for him, this part of the influence may be powerful. In order to achieve Gardner's theory of multiple intelligences, students evaluate from a multidimensional, comprehensive and developmental perspective. Think that every child is a potential gifted child. With the implementation of intelligent curriculum, we teachers find that every child has his own learning style, so we teachers should pay attention to respecting students' learning style, understand students' strengths, and give full play to students' intelligence. In the specific evaluation operation method, the evaluation method of learning files can be adopted.
After reading Multiple Intelligences, seven intelligences have long been narrowly understood by people. Our traditional education also attaches great importance to the expression of intelligence in Chinese and mathematics. Therefore, some students' intelligence in other aspects cannot be expressed and developed in the traditional education process. These students are usually considered to have difficulties in their studies. The theory of multiple intelligences fundamentally denies this definition of human intelligence. The following is my superficial understanding of multiple intelligences.
First of all, as teachers, we should clearly realize that every student we face has a complete intelligence pedigree, and everyone has at least eight kinds of intelligence, such as language intelligence, logical intelligence, spatial intelligence, body movement intelligence, music intelligence, interpersonal intelligence, insight intelligence and natural observer intelligence. The traditional view of intelligence, which limits intelligence to language and mathematics, is out of date.
Secondly, everyone's intelligence has different potentials. Among all kinds of intelligence, the intelligence with relatively high development level is called advanced intelligence. Everyone's extraordinary intelligence is discovered and cultivated in study and life, and will show higher creativity in extraordinary intelligence. Finding and cultivating students' extraordinary intelligence is an important task in education and teaching.
Third, all kinds of intelligence can promote each other. Some students' intelligence is not outstanding in Chinese and mathematics, but may be outstanding in sports, music or interpersonal relationships. These students often become students with learning difficulties or problems in traditional teaching. Teachers can use students' excellent intelligence to promote the development of their Chinese intelligence and mathematical intelligence. That requires teachers to have a pair of eyes that are good at discovering the advantages of students. For example, the teacher in the third chapter of this book, Paula's Dance, successfully used Paula's talent in dance (sports intelligence) to help improve her Chinese intelligence.
For another example, in mathematics teaching, we often use hands-on operation. Because through hands-on operation, students can solve problems more actively and wholeheartedly. It is easier to think logically through hands-on operation, so as to cultivate and enhance students' logical and mathematical intelligence.
Fourthly, the cultivation and development of all kinds of intelligence need a realistic, positive, inspiring and interactive environment. Therefore, teachers should design and arrange activities and scenes that call for and exercise students' multiple intelligences in the teaching process, and it is difficult to effectively cultivate students' multiple intelligences in monotonous activities. For example, in mathematics teaching, the practice form of games contains a variety of intelligent activities. The thinking process of students is a logical-mathematical thinking process. The cooperation and communication between students is not only the embodiment of language intelligence, but also the embodiment of interpersonal intelligence. At the same time, we can see that students have different self-knowledge and intelligence.
The teaching strategy of multiple intelligences provides a brand-new perspective for teachers' education and teaching activities. Teachers can make use of students' multiple intelligences for education and teaching; At the same time, teachers can take the development and cultivation of students' multiple intelligences as one of the important goals of education and teaching. So that students' multiple intelligences can be called and exercised as a means, and training and development as the goal.
Thinking about Multiple Intelligences "Multiple Intelligences Theory" was put forward by Professor howard gardner of Harvard University. Professor Gardner pointed out that human intelligence is diversified, and everyone has eight kinds of intelligence, including language intelligence, mathematical logic intelligence, visual space intelligence, body movement intelligence, music melody intelligence, interpersonal intelligence, self-cognitive intelligence and introspection intelligence. Most people can find their own strengths in the connotation of Gardner's theory of multiple intelligences.
There are 390 students in Xincheng School, ranging from 3-year-old preschool to grade 6, which is the first trend of applying the theory of multiple intelligences to practical education. Dr. Thomas Hull, the headmaster of Xincheng School, said: "From a very basic point of view, this means that there are many ways to make people smart;" But schools usually only pay attention to certain paths in these aspects! "
Taking the cultivation of introspective intelligence as an example, Dr. Thomas put forward several relevant suggestions for parents to understand their children's introspective intelligence; First of all, parents must use it for themselves. Doctors tell every parent to establish the cognition and trend that "every child can be smart". Parents should also understand the true meaning of their cleverness and see what they are best at and what they want to avoid most. Dr. Thomas Hull asked, "Are you willing to just decorate the exterior, or are you willing to participate in the interior that you think you have no time to work hard?" Most people's previous intellectual development experience is a guide to understand their personal intellectual expertise.
Once you know the intelligence you have, you can help ensure that your children are affected. Maybe what you influence your child is not what you are best at, but for him, this part of the influence may be powerful. In order to achieve this goal, you may need to invite friends or relatives with special expertise to have more contact with your children, which will help to provide opportunities and experience needed to cultivate children.
Dr Thomas said: "Obviously, the key to children's learning is to make them learn interesting." . The method put forward by the theory of multiple intelligences is to "provide children with various learning channels", "which will make them excited about learning and have a desire for lifelong learning"; "More importantly, Xincheng School emphasizes personality education, including teaching students how to become team members who build consensus, lead and work effectively at all levels of life."
Dr Thomas said: New Town School began to cultivate multiple intelligence education as early as thirteen years ago. So far, it has become so famous that more than 700 educators visit the school every year to observe its teaching methods. More than half of the tourists come from outside Missouri.
When Xincheng School became a multi-intelligence school, Dr. Thomas made an internal statement on how to implement multi-intelligence. His details focus on the development process of ten years; Among them, the comments on how to establish a new follow-up evaluation and student growth report are completely innovative. Dr Thomas once said, "There are two things in my mind; One is the feelings of parents and teachers working in the same area; One is the atmosphere in which teachers lead together. Teachers understand that if children are learning and growing, they must learn and grow at the same time as teachers. "
It can be seen that in the eyes of doctors, the cultivation of multiple intelligences is the result of the joint efforts of "teachers, children and parents".