How to use the theory of multiple intelligences in teaching

First, promote the formation of conditionalized knowledge. The key to the formation of intellectual skills is to integrate what has been learned with the.

The conditions for the application of knowledge are combined to form conditional knowledge. In order to promote the formation of conditionalization of students.

knowledge, teachers can compile generative example problems for students to learn by examples; You can also learn from it.

Students present knowledge similar to the background of real life, and improve the ability of knowledge in solving practical problems.

Retrievability and applicability. Through these methods, students are encouraged to apply conditions to practical problems.

The contexts are organically linked, so as to form conditioned knowledge, which lays the foundation for the formation of students' intellectual skills.

Good foundation.

Second, promote the automation of generative knowledge. Generative knowledge is made up of a series of products that start with the phrase "what if."

Then ......The form of representation of the rules of the composition of knowledge. With effective practice, it can.

In order to achieve a level of proficiency and even automation in generative knowledge.

Third, strengthen students' verbal skills. Studies have shown that verbal activity is beneficial for reducing learning.

The blindness of the mind. Therefore, teachers should consciously strengthen the training of students' speech ability.

Practice, such as using oral reporting to ask students to describe their own thought processes, etc., should also be creative.

A relaxed atmosphere that allows students to dare to express themselves.

Fourth, practice scientifically. Exercises facilitate the transformation of declarative knowledge into procedural knowledge.

Prerequisite. Intellectual skills are formed through practice, and the effectiveness of practice is determined by many factors and conditions.

Constraints, in order to achieve the best results of the exercises, should pay attention to the following: First, the teacher should do it.

Lecture intensively and practice more. Secondly, the form of practice should be diverse, and attention should be paid to drawing inferences from one case to promote knowledge learning.

Migrating. Again, practice in moderation and gradually.

"What is needed for successful teaching is not compulsion, but to stimulate students' interest", especially how to make students change passive learning to active learning in a class, change "indoctrination" to "happy learning", and the stimulation of interest is a very key issue.

Answer]: Howard Gardner, a professor at Harvard University in the United States, put forward the theory of multiple intelligences, which believes that human mental abilities should include at least the following eight different intelligences, namely verbal intelligence, mathematical intelligence, spatial intelligence, ** intelligence, motor intelligence, social intelligence, self-reflection intelligence, and natural observer intelligence. The different combinations of these eight intelligences in people make each person's intelligence have unique ways of expression and characteristics, so it is difficult to find a unified evaluation standard that applies to anyone to evaluate a person's intelligence and intelligence level.

The innovation of Gardner's theory of multiple intelligences lies in the fact that it breaks through the traditional category of intelligence and has a great influence on educational theory and practice. The traditional teaching in China is basically based on the main form of "teachers speak, students listen", supplemented by boring "sea of questions tactics", but ignores the differences in cognitive activities and methods between different disciplines or abilities. The theory of multiple intelligences holds that each person has eight relatively independent intelligences to varying degrees, and each intelligence has its own unique cognitive development process and symbol system.

Therefore, teaching methods and means should be flexible and changeable according to the teaching object and teaching content, so as to teach students according to their aptitude. In order to develop students' multiple intelligences, we can also add the following learning methods on the basis of traditional learning methods such as lectures, homework, and examinations: (1) In order to cultivate students' verbal intelligence, we should add speeches, debates, and drama performances.

2) In order to cultivate students' mathematical intelligence, schools can develop students' mathematical thinking by organizing mathematical modeling competitions. (3) In order to cultivate students' spatial intelligence, students can be organized to design and build various models in labor technology classes. (4) In order to cultivate students' intelligence, you can sing a song together at the beginning of each class, or organize a singer contest or a chorus competition.

5) In order to cultivate students' sports intelligence, students can be mobilized to participate in sports meetings or organize class tug-of-war, rope skipping competitions, etc. (6) In order to cultivate students' social intelligence, group cooperative learning and discussion should be emphasized in the teaching form. (7) In order to cultivate students' self-reflection intelligence, students can be arranged to make regular self-summary, evaluation and collection of bad books, and students can be assigned certain self-study tasks, and teachers will provide guidance and supervision.

8) In order to cultivate students' intelligence as natural observers, classes can be appropriately arranged to carry out nature practice activities such as spring outings, or to organize students' nature-related documentaries. We teachers can no longer prepare and attend classes just to fulfill the requirements of the syllabus as in the past, but should consider more from the aspects of paying attention to students, developing students' potential, and promoting students' all-round development. We need to use a variety of ways and means to present the strategy of teaching with "multiple intelligences" to achieve the goal of "teaching for multiple intelligences".

In the teaching process, we attach importance to the final reflection link to cultivate students' self-reflection intelligence. Strive to make classroom teaching rich and colorful, and the forms of classroom interaction are diverse, so that the main position of students is more obvious.

Answer] :(1) Howard? Gardner believed that intelligence consisted of 7 (later developed into 9) independent components or modules, namely:

Linguistic, logical-mathematical, musical, spatial, bodily moving, interpersonal, reflective, naturalistic, spiritual existential. Gardner emphasized that these nine types of intelligence are all independent and different types of intelligence, rather than different components of the same intelligence, and that each intelligence represents a module of ability based on the brain, which is also a fundamental difference between Gardner's and traditional intelligence theory. (2) Gardner argues that intelligence, traditionally defined by intelligence tests, is conceptually narrowed to the ability to learn that is suitable for book knowledge, and that it includes at least seven different intelligences

Verbal Intelligence, Mathematical Intelligence, Spatial Intelligence, Music Intelligence, Physical Intelligence, Social Interaction and Self-knowledge Intelligence. The innovation of Gardner's theory of intelligence lies in breaking through the traditional category of intelligence, putting forward the concept of multi-dimensional intelligence, and correspondingly triggering people's thinking about education, talent, intellectual development, and educational evaluation. In addition, the theory focuses on neurophysiological evidence without ignoring the sociocultural role, which also makes the theory more convincing. As a result, his theories have had a great influence on educational theory and practice around the world.

The theory of multiple intelligences divides abilities into seven intelligences, namely, linguistic intelligence, mathematical and logical intelligence, ** intelligence, spatial intelligence, body movement intelligence, interpersonal intelligence, and self-knowledge intelligence.

The theory of multiple intelligences divides abilities into seven intelligences, namely, linguistic intelligence, mathematical and logical intelligence, ** intelligence, spatial intelligence, body movement intelligence, interpersonal intelligence, and self-knowledge intelligence.

Let's analyze and comment on the views of the following three students. Student A: His grades are not as good as mine, and he doesn't participate in any activities.

I have a lot, and I actually signed in a good unit, I must not be worse than him! Student B: Finding a job depends on strength, and appearance is not important at all.

Want. Student C: I submitted my resume to three or four units and didn't reply, hey, depressed, I don't want to look for a job!

A student thinks that he has good grades, and he participates in more activities, which is naturally better than the job unit that others are looking for, which is one-sided, and the job unit is ultimately suitable for himself, and he must also have a correct understanding of himself, neither can he belittle himself nor overestimate his ability, good grades, and many activities are one aspect of ability, not all.

In the information age, with the challenge of artificial intelligence technology to traditional positions, as a college student, you think of a job.

Is career planning useful and why? (20 points) What skills do you think should be improved during your three-year college career?

Meeting the challenges of the future? Please explain it according to your specialty. (Note: I am a software major).

Student B thinks that finding a job depends on strength and appearance is not important, it is a wrong view, ability is important, appearance is a mirror to know a person, sloppy and difficult to approach.

Teacher, can you tell me about student C in the first question?

I won't ask the second question.

Good C students voted for three or four units and did not reply and felt disappointed, and did not want to continue to look for a job, which is not a correct understanding of the difficulties of finding a job, and finding a job itself is a process of negotiation between the two parties, and job seekers often hit a wall, so they must adjust their mentality and fail repeatedly to find their ideal job.

Thank you, you're welcome.