First, respect children's individual differences, and everyone is equal before intelligence.
The traditional view of intelligence holds that intelligence independence exists outside people's cultural and social environment, and the ability valued by a mainstream culture becomes the only criterion to measure whether everyone is "smart". It is often said that this child is from the countryside. He can only climb walls and trees, and can't even sing a song. "His father is a self-employed, regardless of children all day. This kid can only play with toys, 1+ 1 equals nothing. " ..... The fairness of education is often so unconsciously destroyed. Urban children and rural children cannot be compared together because of their different cultural backgrounds and social environments. The theory of multiple intelligences respects the individual's cultural background and social environment, and Gardner's definition of intelligence emphasizes the social and cultural nature of intelligence. As the ability to solve problems or create products, intelligence shows its value in a specific cultural and social environment. Different social cultures have different values, people attach different importance to different intelligences, and have different requirements for their understanding and expression. Taking "body movement intelligence" as an example, due to the relationship between culture and education, it is mainly manifested as dance and sports movements for urban children; In rural children, it may be manifested in other forms, such as running, jumping, climbing trees and climbing walls naturally. Gardner said: "All human intellectual activities are displayed in their own cultural backgrounds." We should create a relaxed, fair and multicultural environment, so that children from different environments can find cultures and conditions suitable for their own development and get opportunities to show their intelligence. While attaching importance to the intelligence emphasized by mainstream culture, we should also discover, respect and cultivate children's other intelligence, which is equally important to each intelligence; Don't deny the value of children's behavior just because it doesn't represent mainstream culture. We should think that children from rural areas climbing walls and trees is a manifestation of sports intelligence. Self-employed children can only play with toys because their visual space intelligence develops better. Don't deny these children's sports intelligence and visual space intelligence just because they are not good at singing, dancing and calculating, or even think they are not smart. As a kindergarten teacher, we should try our best to understand the cultural background and social environment of children's intelligence, respect and understand their manifestations of intelligence, keenly discover their intellectual potential, and provide them with space for development and a stage for performance.
The theory of multiple intelligences respects the differences of children's intelligence structure and holds that every intelligence of children is equally important. Every child has a unique performance in intelligence: some children have poor language skills, but their handwork is quite exquisite; Some paintings are poor, but they have strong physical exercise ability; Some reading and calculation are nerve-racking, but their calculation ability is surprising, which is the embodiment of intellectual diversity. Gardner emphasized that although human intelligence can be divided into eight types, it does not mean that everyone has only a part of it. On the contrary, everyone has these eight kinds of intelligence at the same time, but each kind of intelligence has a different proportion in the total personal intelligence. Each child's intellectual development potential is different and has outstanding performance in different aspects. The educational concept based on multiple intelligences must attach great importance to the individual differences of children's intelligence characteristics, and "treat each child's characteristics, interests and goals seriously and help them realize their potential as much as possible." There are no so-called "stupid" children in kindergarten. Every child has his own unique personality. Teachers should regard the differences as normal and firmly believe that migrant workers and self-employed children who can't even sing 1+ 1 equal to zero all have their own intellectual advantages.
Second, discovering and developing children's intellectual advantages complement each other.
This is an important teaching principle extended by many preschool education experts from the theory of multiple intelligences. Gardner said, "The literature about the different intelligence intensity of human individuals and the discovery of various cognitive styles have great enlightenment to education. First of all, it is very important to clarify the advantages and disadvantages of individuals in early childhood, so as to take into account when teaching students in accordance with their aptitude ... "Some children in the same class can sing and dance well, some can draw well, some can talk well, and some have excellent memories. According to the principle that developing children's intelligence is an important task of education, we should teach students in accordance with their aptitude. Although this is good, it is still far from the goal of education, or it is not comprehensive, because we ignore children's weaknesses. Doing so often leads to children's stronger strengths and weaker weaknesses. We should help children develop their intelligence that they are not good at. In other words, it is necessary to "complement each other", that is, relying on children's intellectual advantages, guide children to transfer their intellectual characteristics and willpower to their own weaknesses, and advantages will drive disadvantages and complement each other.
Every child has his unique interests, hobbies, experiences and potentials. For children's strengths, we should create conditions as much as possible to help them develop continuously. For weaknesses, we should make use of their strengths and guide and supplement them through appropriate teaching methods. By doing so, children's skills and their intellectual advantages can be strengthened; Give children a sense of self-esteem and identity; You can use your children's intellectual advantages to promote learning in other fields. There is a typical example: Teddy, an American child, is introverted, unsociable and quiet. After entering the park every day, his activity is to build blocks. Although his building blocks are very well built-whether it is symmetrical structure, smooth lines or architectural creativity, they are first-class. However, his teacher realized that if this continues, Teddy will lose many other learning opportunities and his development may be unbalanced. Therefore, according to the principle of complementing each other's strengths, teachers have supplemented some aspects that they are not good at by creating a suitable teaching environment. Slowly, Teddy not only became a "little architect" in his class, but also became more and more proficient in painting and interpersonal skills. He no longer confined himself to the building block area, but often went to other activity areas with his friends. For example, a second-grade student, the teacher assigned a simple task, that is, find out 5 on a piece of paper full of numbers 0-9 and cross it out. Everyone else began to do it seriously, but he didn't do it. When asked why he didn't do it, he said he wouldn't. What should I do in this case? Many teachers feel helpless about such children, because such children are lazy and unwilling to do no matter how simple things are. In fact, children may have a reason for this. Generally, such children can't get the approval of their parents or teachers for what they do. When he does it, adults can always find out what he does badly, making him think that I will say me when I am an adult, so I can't say me when I am not an adult. In other words, such children do not want to do well, but hope that what they do can be recognized by adults. If he can't get it, he may refuse to do it. Because in his mind, he would think, "I did, and you would say I was wrong." If I don't do it, you can't talk about me. "Be patient with such children. First, accept him, not deny him. This example is to accept what he says he won't do first. Although it is not complicated for a sophomore to find 5 in a pile of numbers, if he says no, we will assume that he will not do it for the time being. Secondly, guide according to his specific things. The guidance should be very specific and clear, which can further decompose what you ask him to do. Ask him if he knows 5? Can you get a pen? Because this is the concrete decomposition of crossing off five. Usually, children will not deny that they will do such a thing. If he still says no, you can point to 5 and tell him, or teach him how to hold a pen. Now, he is asked to do something concrete under the condition that he confirms metropolis. Thirdly, give timely affirmation to what he has done. When he crosses off five, tell him he did a good job, and so on. Finally, he was gradually encouraged to do more things. When he finished writing a line, he could say that he had done everything right. Can he write two lines at once? Encouraged, the child asked to finish the rest together.
Third, the diversity of cognitive styles and personalized learning.
The characteristics of traditional education view are: every child learns the same knowledge, and the learning method is basically the same. Even if he does a problem, draws a picture or even plays a game, the way is often the same. The diversity of intelligence reveals the diversity of children's cognitive styles from another angle. We have to think about the question: Should all children learn the same content? Do you want to teach all children in the same way even if you study the same content? The concept of multiple intelligences tells us that every child has its unique intelligence characteristics and must be educated in different ways and with different learning contents. There is no reason to compare children on the same standard. The multiplicity of children's development needs has laid the theoretical foundation of "personalized learning". The purpose of personalized learning is to help children with different cognitive characteristics successfully acquire the same knowledge and experience through diversified teaching methods. For example, in the theme activity of "Know Yourself", children can be provided with various learning opportunities such as slide show, picture show, video show, language description, comparison, painting, music and dance, model observation and so on according to their cognitive characteristics, so that children can study in groups freely. In this way, children with different cognitive characteristics can acquire knowledge through different learning methods, and no matter what their specialties are, they can succeed in learning and keep pace with their peers.
In short, the enlightenment of the theory of multiple intelligences is-"Since God has given talents, let them be used!" . The theory of multiple intelligences has opened many doors to the wisdom building for us, and everyone has his own entrance. Whether children can walk into this wisdom building smoothly depends on the key to open the door. Teachers are the people who hold this golden key, that is, teachers must have a diversified view of intelligence, understand and study children in a diversified way, and make contributions to the development of each child's personality.