In my spare time, I was fortunate to learn an education and teaching theory from the United States, which was put forward by American educator Dodner in 1983 and introduced to China in 1999. Its main purpose is to emphasize the ability of "solving problems", which is consistent with the training goal of vocational education in China. 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, which is the theory of multiple intelligences. I think this theory has strong practicability and maneuverability in the teaching process of vocational education, and I recommend it to you here:

1. Characteristics of Multiple Intelligences Theory

(1) Pay attention to honesty. 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.

Second, the theory of "multiple intelligences" has brought us some new inspirations:

The introduction of Howard gardner's theory of "multiple intelligences" has enabled us to find a way to solve the problem of quality education. We should change our ideas and update our practices so that our education and teaching can better promote the all-round development of students.

Howard gardner, an American scholar, thinks that human beings have seven different kinds of intelligence. They are: 1. Language intelligence is the ability of people 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 is 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 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.

Therefore, according to the theory of multiple intelligences, our vocational education teachers should do the following in their daily teaching:

1. Establish multiple evaluation criteria. Everyone is equal before intelligence. Every teenager has a unique intellectual tendency. As long as we evaluate him according to his intelligence, we will find that every teenager 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 and individual equally in practical teaching can they all be respected.

2. Create multiple activity scenes, so that every educated person can enjoy the fun of learning. Vocational education focuses on skills, so that every teenager can feel the fun of participating. Based on the theory of multiple intelligences, we should create diversified activity scenes that conform to the personality, so that all students can spend every day in a harmonious and happy environment. Teachers should construct learning activities according to students' intellectual characteristics, so that each participant can enjoy the happiness brought by learning and experience the charm of life.

3. Adopt diversified teaching methods, give full play to each individual's intelligent diversified teaching methods, and respect individuality and embody multiple intelligences. Because each student's intellectual potential is different and constantly enriched and developed, teachers should treat them differently, not only for the whole class, but also for each individual.

Thirdly, the enlightenment of the theory of multiple intelligences to the curriculum development of "inquiry learning"

Gardner advocates that schools should become "agents of students' courses", participate in the discovery and recommendation of intelligence with students, parents, teachers and evaluation experts, and help students choose courses that are particularly suitable for their own learning style. Gardner's theory of multiple intelligences and his thought of curriculum development have important enlightenment to the development of "research learning" curriculum in China at present.

1. The curriculum goal of "inquiry learning"-developing multiple intelligences of each student

The traditional school education courses in China are mainly subject courses, which are mainly developed based on the logical system of subjects. Its direct goal is to let students master the necessary indirect experience embodied in the subject and show them some aspects of intelligence related to the subject, which is difficult to ensure the all-round development of students and the full display of their personality. This traditional subject course, which is designed with one or two kinds of intelligence as the core and taught directly in a unified way, cultivates students who are one-sided, conform to the rules and lack individuality and creativity. The purpose of "inquiry learning" is to "gain experience through personal experiments, develop scientific spirit and attitude, master basic scientific methods, and improve the ability to solve practical problems by comprehensively applying what you have learned". At the same time, "inquiry learning" breaks the closed state of the original subject teaching, puts students in a dynamic and open learning environment, and provides students with diverse and comprehensive learning opportunities. Its ultimate goal should be to let students experience practice and exploration independently. To this end, our vocational school is carrying out "research study"

When designing the course Xi, we should put multiple intelligent fields in the same important position in the design thought, combine multiple intelligent fields with different subject teaching to design a course, and develop students' multiple intelligences.

2. The course content of "inquiry learning"-the choice of students' multiple intelligence development.

Gardner has repeatedly stressed that students are not passive recipients, but active participants in course content selection, and students should become the masters of the course. To this end, he not only attaches importance to providing students with rich materials of various disciplines in a colorful school environment, guiding students to explore freely, so as to stimulate each student's unique intelligence, but also attaches importance to designing various topics from students' own life and social life, teaching students social science and natural science in this way, and promoting them to apply what they have learned, thus making subject teaching an ideal activity. The course content of "research learning" should be strongly regional, and each vocational school should choose the course content according to local conditions and time, which should not only reflect the characteristics of the school, but also reflect the characteristics of the community where the school is located; At the same time, we should pay attention to the essence of students, respect the uniqueness and concreteness of each student, combine the application of subject knowledge with the exploration of "living" resources in real life, and promote the development of multiple intelligences of each student. In a word, the course content is the means to achieve the course goal, and whatever kind of "research learning" course content should point to its goal-developing each student's multiple intelligences.

3. The implementation of "inquiry learning" course under the guidance of multiple intelligences

The implementation of "research learning" course should be a process in which teachers and students explore new knowledge together. In addition to paying attention to students' active exploration, discovery and experience, teachers' guidance and help can not be ignored. However, if teachers pay attention to the respective functions of different intelligent activities and use various guidance means in the process of guidance and help, the actual effect of the implementation of "research learning" course will be greatly improved. For example, according to the characteristics of visual-spatial intelligence, under the guidance of various "research-based learning" courses, teachers should pay attention to cultivating students' observation ability and spatial imagination ability, not only give full play to the important role of thinking in images in students' learning, but also cultivate students' ability to reconstruct all kinds of information that already exists in their brains, so as to lay a good foundation for the development of students' creative imagination.

4. Evaluation of "Inquiry Learning" course-the demonstration of students' multiple intelligences

The research of multiple intelligences theory puts forward that evaluation is the greatest demand of teaching. Since the existence of students' multiple intelligences is recognized, we can't still treat "research learning" with a single curriculum evaluation method, but we should use a variety of evaluation methods to measure different students. Only in this way can we give full play to the advantages of research-based learning and let students develop their strengths.

The theory of multiple intelligences is rich in connotation, and I just briefly describe some superficial theories here. This theory can be said to be a magic weapon of our vocational education, and it is worth learning from every teacher who has long been interested in vocational education. Finally, I quote a few words from Director Liu Menglong to encourage everyone: I believe that everyone is talented, which is the basic belief of our vocational education teachers; Guiding everyone to become a talent is the mission of vocational education; Helping everyone to become a talent is an important commitment of vocational educators.

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