多元智能理论及其对素质教育的启示

【作者】 战秉聚；

【导师】 赵承福；

【作者基本信息】 山东师范大学 ， 教育学原理， 2003， 硕士

【摘要】 自20世纪90年代以来，霍华德·加德纳教授提出的多元智能理论，在美国教育界引起了广泛的积极影响，并很快成为许多西方国家当前教育改革的重要指导思想。在我国不断深化教育改革、全面推进素质教育的新形势下，研究和探讨多元智能理论对教育教学改革的启示有着重要的现实意义。鉴于目前国内对多元智能理论的研究较少，特别是在与教学实践相结合的研究方面缺乏系统和深入，本文拟在此方面进行浅析。多元智能理论产生于世界教育改革浪潮日渐兴起的多元文化时代。加德纳借鉴吸收了脑科学、智能生物学的研究成果，并对脑损伤病人、白痴学者等特殊人群进行了深入研究，同时在批判传统智商理论和挑战皮亚杰认知发展理论的基础上，批判性地吸收了他人智力学说的合理成分，突出强调了社会文化因素和教育条件对儿童智力发展的影响。在进行“零点项目”研究过程中，多元智能理论得到了不断发展、完善。加德纳将智力定义为在特定的文化背景下或社会中，解决问题或制造有效产品的能力，他根据“智力选择依据系统”，经过严格论证筛选，提出人类智力至少应包括：语言智能、数学逻辑智能、空间智能、身体运动智能、音乐智能、人际关系智能、自我认识智能和自然观察智能等8种智能。这些智能是同等重要的，虽然每一种智能都是一个单独的功能系统，且包含有次级智能，但它们是统和运作的。智能发展过程中呈现出阶段性、不平衡性、可加工性、受制约性。加德纳指出，智能既可以是教学的内容，又可以是与教学内容沟通的手段或媒体；教育和各种智能的培育开发必须依据人的成长轨迹，不同阶段应分别采用各种不同途径；要发现学生潜能和尊重智能的差异性，让每个学生都能有充分展示潜能的机会，最大程度地唤起每个人的自信心：理想的学校应是“以个人为中心”的学校，教育工作者应该完成三种角色，即评估专家、学生-课程代理人、学校-社区代理人。本文主要从心理学和教育学视角，来探讨多元智能理论对我国素质教育的教育观念和教学实践等方面的意义。教育应“以学生发展为中心”，尊重学生个性，充分认识学生的智能差异；应积极创设培养学生多元智能的教学环境，促进学生智能的全面发展；依据多元智能因材施教，促进学生真正理解并学以致用；要依据学生多元智能的发展选择课程内容，设计多元的课程切入点，并通过多元智能来指导实施课程，调动每一个学生的主观能动性；建立多元化的灵活的教育评价体系，强调评价方式的多元化、评价参与者的多元化和评价内容的多元化，全面真实地评价学生的潜能、学业成就，以提供教学改进的信息，多元智能理论及其对素质教育的启示促进学生素质的全面发展;应突出“问题解决”为核心的实践能力的培养，重视学生自我认知智能和人际关系智能的培养，帮助学生形成智能优势的迁移，使每个学生的潜在能力得到彻底地开发;教师应扮演多元的、积极的角色，努力成为未来生活的设计者、知识的建构者、情感的支持者、学习的指导者、参与者、课程的组织者和研究者。更多还原

【Abstract】 Since 1990S, The Theory of Multiple Intelligences, proposed by American Psychologist Howard Gardner, has had a profound impact in schools and classrooms throughout the U.S. Moreover, this theory has become one of the most important guiding principles of education reform in other western countries. In China, with the necessity of deepening education reform and promoting quality education, it is practically important that we study the implication of MI on education reform. Seeing that there are only a few studies on MI, especially there are no systematic and thorough studies combined with teaching practice, I will expound this point in my paper.The Theory of Multiple Intelligences was developed in an era when education reforms were carried out throughout the world. Drawing upon findings from brain research, evolutionary biology, Piaget’ s studies of developmental and cognitive psychology, MI Challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by IQ tests, emphasizing the role of culture and education condition in the development of children’ s intelligences. His theory was improved based on the project Zero.Gardner defines intelligence as an ability to solve problems or create products that are valued in at least one or more culture settings. His view of intelligence suggests that all people possess at least eight different intelligences which operate in varying degrees. These intelligences as identified by Gardner include Linguistic intelligence, logical/mathematical intelligence, spatial intelligence, musical intelligence, bodily/ kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence and naturalist intelligence. All these intelligences are equally important. Each intelligence is a relatively independent function system which includes sub-intelligence. There is evidence that each intelligence has an explicit developmental pattern which needs nurturing and support to reach its full potential. Each intelligence has an identifable set of stages of growth with a mastery level which exists as and end state in human development. The intelligences all have times of peaking and decline.Gardner States that intelligences can be identified, amplified, taught and applied. The developmental levels of students must be considered in designing the instruction most useful to developing their intelligences. Different approaches should be provided at different developmental levels. Educators should be provided at different developmental levels. Educators should discover students’ naturaltalents and recognize the different abilities and talents among different students. Educators should focus on bringing out the individual’ s potential and help students develop a sense of accomplishment and self-confidence. The ideal school should centre on individuals where educators play three roles: experts on assessing students, student-course agents, school-community agents.This paper elaborates the influence of Multiple Intelligences on promoting the quality education in china especially in terms of education notion and teaching practice from the point of view of psychology and education. Education should focus on the development of students, and educators should recognize the different abilities and talents among different students. The unique learning environments aimed at developing students’ multiple intelligences should be created to help students develop all their intelligences. Educators should teach their students in accordance with their multiple intelligences. True understanding results only when students can apply existing knowledge to new situations and novel contexts. A variety of courses are provided according to the development of students’ intelligences. Educators must design multiple ways to introduce a certain learning session and structure the presentation of material in a style which engages most or all of the intelligences, helping students become active learners. Educators must establish flexible assessing system which i更多还原