A Study Of English Writing Teaching Based On The Theory Of Multiple Intelligence In A Senior High School

The Multiple Intelligence Theory(MI Theory)put forward by Gardner emphasizes that every one is born with eight kinds of intelligence.Affected by different environment and acquired education,the level of each intelligence varies from one person to another.In the process of teaching design,teachers should pay attention to the individual differences and try to design more activities that are suitable for different intelligence development,so that students’ intelligence can be developed in an all-round way.However,the research of Zhang Haixin shows that the majority of students are only keen on using their interpersonal-social intelligence and logical-mathematical intelligence in the process of English writing,teachers’ teaching design based on it is unfavorable to the all-round development of students’.In view of the above deficiencies in the teaching of English writing,and by referring to MI Theory and the requirements of Standard of English Curriculum,this study is to discuss the effectiveness and ways of applying of MI Theory into English writing teaching in a senior high school.A total of 100 students in two classes of grade 2 in Yanan middle school were selected as the research subjects of this study.Testing,questionnaire survey and interview are used to investigate the following two questions:(1)What impacts does the teaching of English writing based on MI Theory have on the students’ writing attitudes?(2)Is the teaching of English writing based on MI Theory helpful to improve the students’ writing scores? Students are asked to take part in a writing pretest before training,then their scores are analyzed to see whether their writing is of the same level or not.At the same time,questionnaire surveys are conducted to know the students’ attitudes towards writing and their level of intelligence.During the three-month experiment,the author of this paper(also the researcher)uses MI Theory to teach writing in the experimental class.Based on the overall situation of students’ intelligence,various kinds of class activities are designed,so as to promote the students’ multiple intelligence,to increase students’ writing interests and confidence,and finally to change their writing attitudes.Meanwhile,during the three months,the normal teaching method is still used in the control class.After the experiment,the results of questionnaire surveys,interview and post-test scores are studied to know the effect of students’ writing attitude and writing scores in senior high school English teaching based on the theory of multiple intelligence.By analyzing the data of questionnaires,the scores of pretest and post-test and the results of interview,the following conclusion is drawn: The teaching of English writing based on the theory of multiple intelligence is helpful to improve the writing attitudes of senior high school students and has a positive effect on the improvement of their writing scores.