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一、多元智能理论的内涵。多元智能理论是1983年由著名发展心理学家、哈佛大学教授霍华德·加德纳提出的。它倡导学生主动参与、乐于探究、勤于动手,培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力,引起了教学理念、课程设置、教师角色、教与学方式的变革,在教育理论与教育实践领域产生了很大影响。加德纳认为智能并不容易被测量,目前所能测量的仅仅是语言智能和数理逻辑智能。如果一定要去测量智能,那么应当侧重于运用该智能解决问题的能力或运用该智能所表现出来的创造力。加德纳把智能界定为:
First, the concept of multiple intelligences. Multivariate Theory of Intelligence was first proposed by Howard Gardner, a famous developmental psychologist and professor at Harvard University in 1983. It encourages students to take the initiative to participate, willing to explore, diligent, cultivate students ability to collect and process information, acquire new knowledge, ability to analyze and solve problems and exchange and cooperation, aroused the teaching philosophy, curriculum, teachers Changes in the role, teaching and learning styles have had a significant impact in the fields of educational theory and educational practice. Gardiner believes that intelligence is not easily measured, at present, all that can be measured is linguistic intelligence and mathematical logic intelligence. If you must go to measure intelligence, you should focus on the ability to use the intelligence to solve the problem or use the intelligence demonstrated by the creativity. Gardiner defines intelligence as: