Stratified Homework In High School English Teaching:Perspective From Multiple Intelligences

This thesis,following Multiple Intelligences,carries out an empirical research on whether intelligence stratification of students’ homework can better improve,compared with traditional stratification,their academic performances and narrow the gap between top students,and slow ones’.To fulfill the task,the research adopts such methods as literature analysis,teaching experiment and questionnaire survey.Among the major findings are:1)Students show differences in intelligence spectra,including the types of intelligences displayed by the students and the number of the dominant intelligences;2)Stratification of students’homework improves students’performances effectively,but fails to narrow the gap between top ones’and slow one’s.The significance of this study lies mainly in two ways:1)Theoretically,this research,by exploring a novel and applicable topic derived from the daily classroom teaching,works as a new proof to show how the Multiple Intelligences Theory can be productively localized in China;2)Practically,this research sheds a new light for English teaching,especially homework assignments in China,and helps teachers to promote their personal quality and adopt new teaching ideas.