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Application of Multiple Intelligences Theory in Art Teaching
The theory of multiple intelligences was put forward by Howard Cardner, a famous psychologist and educator at Harvard University, in 1983. This paper systematically discusses a brand-new theory of human intelligence structure-multiple intelligence theory. He believes that human intelligence is diverse, and each of our children has nine kinds of intelligence, namely: language intelligence, logic-mathematics intelligence, vision-space intelligence, body-movement intelligence, music intelligence, interpersonal intelligence, introspection intelligence, natural observer intelligence and life existence intelligence. The theory of multiple intelligences enables us to look at students more comprehensively and tap the potential of each child more deeply. In recent years, the theory of multiple intelligences is very popular in China. Some education experts call it the theoretical basis of quality education, and some curriculum reform experts regard it as a "new theory" to guide the new curriculum reform in China. It creates conditions for developing students' potential and creativity and teachers' personalized teaching. Art is a subject that integrates the development of multiple intelligences and is an effective way to teach multiple intelligences. Just as "Art Curriculum Standard" emphasizes interest, being close to students' life experience and interesting things is conducive to stimulating students' interest in learning; The new curriculum standard establishes a new art education concept and teaching method, namely aesthetic education, which cultivates students' ability to feel, appreciate, express and create beauty. The key point is to cultivate aesthetic people and help children understand the objective world and people's creative ability through aesthetics. The theory of multiple intelligences provides another broad new idea for studying art teaching and discovering each child's artistic talent. How to use these intelligences in art teaching practice, so that children's artistic talent can be more fully displayed, so as to optimize learning and make every student achieve the greatest success? Gardner believes that each kind of intelligence represents a unique thinking mode different from other intelligences, but they do not operate independently, but coexist, complement each other and operate in a unified way. These intelligences usually work together in complex ways. In this way, we should consciously use and cultivate these intelligences in art teaching. For example, in the course of Simple Gu Zhuo Stone Relief, we can appreciate the pictures of ancient stone relief, discuss and summarize the performance characteristics and artistic techniques of stone relief, so as to consciously cultivate students' visual space intelligence and language intelligence. Arrange students to know whether public places, communities, parks and other places have learned from the stone relief techniques of stone relief in their spare time, so as to cultivate students' interpersonal intelligence, visual space intelligence, natural observer intelligence and introspection intelligence. After having a more intuitive understanding of the expression of stone reliefs, I conducted research and creation. On the gypsum board prepared before the class, carry out graphic design, choose the expression of carving, and create a stone relief work. This can cultivate students' logic-mathematics intelligence and body-movement intelligence. Finally, let the students choose or make their own frames with different styles for decoration according to the content and style of the small stone relief works, or print the works on paper and add frames for decoration. Hold an exhibition of stone carvings. Larger works work together in groups and then decorate walls or corridors. In this way, students' visual space intelligence, body movement intelligence, interpersonal intelligence, introspection intelligence, natural observer intelligence and life existence intelligence can be cultivated at the same time. Applying the theory of multiple intelligences in art teaching, we should also establish a flexible and diverse view of multiple evaluation. The guiding role of evaluation or the role of "baton" is self-evident. After the students finish the first lesson of Simple Gu Zhuo, the traditional evaluation method is often to see the students' understanding and mastery of the expressive techniques and style characteristics of the stone reliefs, and the final result of the evaluation is the quality of the students' works. As a result, the way of evaluation is excessively reduced, the purpose of evaluation is distorted and the result of evaluation is simplified. According to the theory of multiple intelligences, we should establish a diversified evaluation view and reposition evaluation. Our educational evaluation should be carried out through various channels, forms and different learning situations. We should pay attention to students' participation consciousness, cooperative spirit, aesthetic taste, learning attitude and innovative ability in the learning process, so that each student can see his progress and bright spot, thus establishing learning confidence and improving on the original basis. In a word, it is of great practical significance to make full use of the advanced concept of multiple intelligences theory in art teaching practice for teaching students in accordance with their aptitude, developing students' potential, promoting the improvement of all-round quality with the development of superior intelligence, realizing the humanization of education, and cultivating every student into a person with developed intelligence and sound personality.