Study Of Children's Art Education With The Theory Of Multiple Intelligences

Nowadays, Theory of Multiple Intelligence (MI) has been used in many kinds of educational studies, which include macroscopically education, microcosmic education, concretely education and the implementation of the curriculum evaluation. All of the studies are extremely about the theory, and the aspects of the theory are constructed relatively systemic. But there are not many empirical studies that confirm the application of the curriculum and teaching which under the guidance of the multiple intelligences theory be more promoter in the development of students'intelligence and teaching students to master the knowledge than the curriculum and teaching which under the other theory. Many of the art teaching studies learned multiple intelligence theory to perfect their specific teaching strategies and evaluation indexes, and got good result. However, these results were not completely covered. They just pointed to the general ability, but not the single intelligence. And there are little experiment researches either.Based on the above reasons, this research compiled three questionnaires in order to survey 3-6 years old children's Visual-spatial intelligence. These three questionnaires are separately prepared for 3-4,4-5, and 5-6 years old children. These questionnaires should be filled by preschool's arts teachers, and should be used to assess the children's art related intelligence performance, actually the visual space intellective development level of the advantage groups. They could also be used as a evaluation index system which evaluate the effect of preschool's art domain curriculum. At the same time, the experiment in this study chose children who had higher scores in Visual-spatial intelligence as the advantages objects, and made the art domain curriculum which were guided by the theory of multiple intelligences as the experimental treatment. In this design, the experimental group should catch the art field advantage curriculum, while the control group not. This experiment was mainly designed to verify that weather the art domain curriculum which was guided by the theory of multiple intelligences could promote the children's Visual-spatial intelligence, and make the art field advantage intelligence more advantage.This study was obtained three conclusions as follows:(1) after compiling the advantage groups art performance questionnaire which was assessed by preschool teachers, we find out that the 3-6 years old children's Visual-spatial intelligence mainly includes four dimensions, such as art element receptive, creation with using simple visual perception, creation with the other way, creative painting and making. But the dimensionalities in each age are different.(2) Through using the advantage groups art performance questionnaire which was assessed by preschool teachers, we find that the 4-6 years old children's Visual-spatial intelligence has a significantly gender difference, but the 3-4 years old children's Visual-spatial intelligence does not exist such differences.(3) According to the experiment of art field advantage grouping curriculum which applied the Theory of Multiple Intelligence, we didn't find differences between experimental group and control group before the experimental treatment. These two groups are homogeneous. After a semester's course teaching, the experimental group's Visual-spatial intelligence makes great progress, and is obvious higher than the control group's Visual-spatial intelligence.