One,
Establishment of teaching objectives under the guidance of multiple intelligences theory
The overall goal of English course in basic education stage is to cultivate students' comprehensive language use ability. The formation of comprehensive language use ability is based on the all-round development of students' language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. Pupils are young and all kinds of intelligence have development potential. Therefore, when we formulate the teaching objectives and design the teaching plan of each course, we should predict the cultivation of students' various abilities as much as possible, and strive to develop students' expression ability, discrimination ability, cooperation ability, adaptability, performance ability, induction ability and creativity in different degrees with the acquisition of English in pleasant teaching activities.
Second,
The theory of multiple intelligences promotes students' subjectivity.
For a long time, "giving full play to students' main role" and "making students the main part of classroom teaching" have become the central propositions of English teaching reform.
However, there is still a phenomenon that students' main role is ignored in classroom teaching. Some teachers show a strong desire to control students and situations in class. Teachers' words and deeds are designed in advance. What questions to ask, how students answer and how teachers give feedback have all been written into the lesson plan. If a student improvises an original question or answer that is beyond the scope of the teacher's preparation, many teachers often ignore it or are noncommittal, and don't really put the student in the position of teaching subject. Students' various intelligences can't be really developed. Therefore, when designing classroom teaching questions and answers and various game activities, teachers should really put students in the main position, exercise and let their minds fly, so that their various intellectual potentials can be truly explored. For example, in the Warmuup session before each class, some English songs and English gymnastics are arranged, so that students can easily enter the English environment in singing and dancing and develop their musical intelligence and physical intelligence. In class question and answer, you can often exchange roles, such as teacher asking, student answering, student asking, teacher answering, boys and girls asking and answering each other. In the game activities, teachers can let students with organizational ability lead everyone to play games and try to broaden their participation. Teachers can also guide students to communicate in English and get the information they need through interviews, surveys, records and analysis. In such practical activities, students unconsciously master new sentences and new knowledge in the text, give full play to students' desire for expression, and develop and cultivate students' intelligence such as language, space, interpersonal relationship, physical exercise and self-awareness.
Third,
Implementation of "Hierarchical Teaching" under the Guidance of Multiple Intelligences Theory
In primary school English classes, the differences between students are still obvious. From the perspective of language intelligence, some students can imitate it accurately after listening once, and some students still have no clue when they practice reading face to face with the teacher repeatedly. From the perspective of interpersonal intelligence, some students are extroverted, scrambling to participate in game activities, and are good at cooperating with others. Some students are introverted and don't like to raise their hands, even if they whisper. From the perspective of music and body movement intelligence, some students are willing to show, keen on singing and performing, and often practice, while others just like listening. According to the characteristics of these pupils, teachers should pay attention to the implementation of hierarchical teaching when preparing lessons and organizing teaching. For example, give introverted students more opportunities to perform on stage, encourage them to cooperate with their partners and cultivate their interpersonal intelligence; Let students with poor coordination ability do more "quick response" quick response games; Let students who lack spatial intelligence be "tour guides" and lead the whole class to practice vocabulary such as orientation. This way can make up for the lack of students' intelligence and make every student develop in an all-round way.
Fourth,
The theory of multiple intelligences requires the creation of high-quality teaching environment.
The creation of environment is very important for learning foreign languages. If students always have English around them, it will play an inestimable role in their active learning of English. Therefore, the arrangement of English classroom can effectively stimulate students' learning motivation, arouse students' emotional experience and make them really feel that learning is useful.
1, the creation of physical environment
The creation of physical environment means that English classrooms should have certain space conditions, and teachers should arrange English-related furnishings as much as possible. Such as English proverb banners, borrowing corners, plant corners, etc. In these places, the corresponding English words and expressions are marked. If possible, it is best to move desks and chairs freely indoors to make room for different teaching forms. For example, when teaching in small classes, chairs can be arranged in a semicircle or horseshoe shape, and even students can sit on the floor, so that there is no visual obstacle between students and teachers. Through the creation of this material environment, English can be everywhere, stimulating students' emotional experience and promoting their intellectual development.
2. Creation of humanistic environment
Besides putting English labels on English classes, teachers should also ask students to talk in English as much as possible in English classes and English activity classes. If not, ask the teacher immediately. Teachers should also try to teach in English, and students should use gestures and body language to help them understand when they don't understand. In this way, students feel that they have entered the mother tongue context, and will see, listen, speak and feel in a relaxed and natural state, so that their intelligence in language, body, space, interpersonal relationship and self-awareness can be fully developed.