| Since the French psychologists Alfred Binet and Theodore Simon made uP the firstinte1ligence Test, the present school education has been ialluenced by such kind oftraditional Intelligence Test Theory. This theory believes one's intelligence has itssingle characteristic and can be measared by means of intelligence tests. So a largenumber of psycho1ogists and educators believe in People processing such bornabilities. Thus all children in the world will accept the restricted intelligence tests inorder to get IQ, which indicates how sman a child is. The aim of school education isto help children register the high scores. The "Uniform School" embodying the theoryof inteIligence tests is formed, where the unifOrm education is imPlementing, andwhere all children leam the sazne subjectS, and all teachers impart the bowledge ofthe subjectS in the same wcy. Then the best way to measure whether the childrenmaster the knowledge or not is to impose a variety of exarns on children, and afterthat, children will get scores reportS. All the exams should be uniform andstandardized so that all children have comparability in large scale. The subjects whichare most suitable to this evalUaion method are so chosen that they shouJd be identicalwith the comparability. So languages, mathematics and logical reasoning are mostvalued in school, for such subjects are easily measured. Whereas the subjects, such asArts, Music, and physical education seem to be unnecessary, for such subjects are noteasily measured through examination. Under this education system, only a part ofchildren will succeed, and a large pan of children are doomed to fail.Howard Gardner, the psychologist of Harvard University believes people haveMulhple Intelligences, besides Verbatingulstic Intelligence, LogicaouathematicalIntelligence, people also have Vsual/Spatial Inelligence, MusicarmythInicIntelligence, Bodi1yXinesthetic hitelligence, Interpersonal Intelligence, IntrapersonalIntelligence, NatUralist Intelligence, Existential Intelligence. He believes every childpossesses the above nine kind of intelligences. The combination of the nine differentintelligences determines the individual's intelligence difference. The aim ofeduc8tiondoes not lie more in how smart the children originally are than how to make childrenbecome more and more smart. The nine different intelligences represent the children'spotency and they can only be deveIoped in the most proper situations.Gardner thinks all children are different from each other, that they don't have thesarne psychological bent, that they do have their strengths in intelligence, though. Soevery child has his own leaming preference and style. School education will be ofgreat effect if it takes into account children's differences and attach much importanceto their strengths.In the first chapter, I expound what is intel1igence and its nature, such asapproaches to intelligence tests, factor "g". And I also state the new concept ofintelligence, such as the "Successfu1 intelligence" of Robert J. Stemberg's, the"Emotional intelligence" of D. Goleman's. ln the second chapter, I ana1yze thetheoretical base of Multiple InteIligences, its connotations and arguments over thetheory of MI. In the third chapter, I state the problem of MI modeland individualized education. In the fourth chapter, I bring out some cutriculum itemsput fOrward by Gardner and his co1leagues. In the flfth chapter, I discuss the MImodeI and Project-based Learning. In the next two chapters, I advance someteaching strategies in the classroom as how to cultivate children's Ml. In the last tWochapters, I deal with the MI and leaming styIes, and alternative assessment.ln this academic dissertation, I not only come up with the ana1ysis of the theory,but also some practical cases so tha1 I hope to structure the clues to the Ml andindividualized education.
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