Writing Course In The View Of Multiple Intelligences Theory

Writing is an important component in the philology. These years,philological teachers have been doing some instructive researches andexperiments to reform writing course from several aspects. They acquired someachievements, but on the whole, the situation of writing course should not beoptimized. Based on the premise that at present creative education is beingvigorously promoted, enhancing writing course to a new high to correspond to itis undoubtedly a task of urgency in philology. The Multiple Intelligence, MI put forward by Howard Gardner, afamous scholar and psychologist in Harvard, in1983 serving as a theoreticbasis, the author of this paper combines some related principles ofpedagogy and psychology and draws his practice from teaching course intrying to discuss concrete measures in cultivating students' writing abilityand improving the level.The text can be divided into four parts. The first part is an introduction ofMultiple Intelligences Theory. It firstly states some comparatively representativedefinitions and on this base the MI by Howard Gardner is educed. MI is achallenge to the traditional intelligence theory. Gardner stated that intelligencemust be a group of ability but not an ability. Thus he put forward the basicconstruction of MI. As a theory developing and being consummated, MI,inevitably meets both proposals and criticizing.The second part is about the meaning of MI in wring course. In teaching, MIis understood differently from the previous viewpoints: Firstly, it puts moreemphasis on the students'" learning";Secondly, its conception of studyrelates to all of the students' livings. He considered writing course is both anactivity searching for his ego, but an expressing activity. These thought and ideashave a wide use for reference in the present reform of writing course.The third part is the body, as well as the center of this text. IT mainlydiscuss four teaching methods in the view of MI. First, situational writing. Atthe beginning it illustrates Gardner' s viewpoints on situational writing.Philology, especially writing course is carried out in a given situation. Then ittalks about the functions of situations in writing course. And last it tells aboutthe general process of situational writing course, that is, teacher"choosing topics -creating situations", students" entering situations –writing", students" exiting situations – proof-reading", teacher" restoringsituations – comments". Second, cross-course writing. It firstly elucidates thedefinition of cross-course writing, i.e., in the required subjects' studyarranged by the school, language as tool, it designed and conceives thecomponents of the courses other than philology, thus make the study ofphilology in harmony with other courses. Then it tells the meaning ofcross-course writing: all livings and subjects can find its expressing way incompositions. Vice versa, compositions can find rich contents in all livings andsubjects to embody themselves. At last it discusses some teaching steps andexamples according to the author' s teaching practice. Third, diary writing. Itfirst talks about the use of diary course;then it analyzes the features andfunctions of self-reflection diaries. Self-reflection dairy is an important waymany intelligent development including linguistic intelligence, interpersonalintelligence, self-cognitional intelligence and so on. Writing self-reflection diaryhas not just communicating but also self-education functions. It last illustrateshow to instruct students to writing diary and some remarkable questions. Fourth,writing on web. It at the starting introduces the advantages of writing on web;then combining practice, it discusses the concrete operations of writing on web:making use of web resources, setting up students' the individual data network,the establishing virtual-community, students taking part in the comments andappraisal.The fourth part is the appraisal of writing in the view of MI. Factorappraisal: MI proposes that the important component in teaching ought to beimportant content in appraisal. Multidimensional appraisal: This appraisal way ofGardner is different in approach but equally satisfactory in result with the newstandards of curriculum. " Teacher-students" appraisal: It appraises thedeveloping panorama of students' the linguistic intelligence through teachers'the reading and collecting of students' everyday writings and dissertation.