The Study On The Instructional Design About Chinese Narrative Reading Teaching Of Junior High School Based On Multiple Intelligences Theory

Researches and documents about Multiple Intelligences Theory which has a wide influence in Chinese and foreign education are numerous and diverse. Based on the instruction and guidance of the Multiple Intelligences Theory, the study which focus on Chinese narrative reading teaching of junior high school shifts it's perspective from the macro theoretical view to the micro practical level, endowing the Multiple Intelligences with specific disciplinary background. On the basis of fully consideration of different stylistic features of narratives, this study takes junior high school Chinese narrative reading instruction as an entry point, analyses the characteristics of the Multiple Intelligences theory which emphasizes the individual variation, tries to explore some concrete ideas of instructional design in order to form a series of innovative and practical instructional designs of Chinese narrative reading.This study utilize literature review, case analysis, individual interview, questionnaires and classroom observation, choosing some students of Shanghai Huayang Foreign Language School and Shanghai Hanghua Middle School as the studying object, aiming to find, refine and summarize the possibilities, ways and strategies of the usage of Multiple Intelligences Theory in daily teaching. This study first observes and summarizes the teaching features of different literature forms of narratives, then design the new instruction styles following the guidance of Multiple Intelligence Theory and finally implement and reflect the new styles through teaching experiments.This thesis altogether consists of six chapters. The first chapter is about the studying motivation, objects, methods, structure and significance. The second chapter is the literature review of Multiple Intelligence Theory, including its development history, contents and the current studies at home and abroad of the theory. The following three chapters summarize and describe the literature features of essay, novel and drama, provide and illustrate the instructional design ideas based on Multiple Intelligence Theory according to the teaching status quo. Last but not least, the final chapter is the brief presentation about the experimental results, reflection and the evaluation. The instructional designs presented in this study try to make the properly usage of Multiple Intelligences Theory in Chinese narrative reading teaching, which conforms to the education system of China which give priority to subject teaching. These instructional designs are easily be operated and practiced by classroom teachers, and can also broaden the horizon of the Chinese teachers and improve their teaching quality and capacity. Besides, the instructional designs also provide some useful ways to change the basically model of Chinese reading teaching which focused only on language intelligence and improve Chinese accomplishment more effectively and pervasively in the respect of students' individual differences in order to help students have a better individuation development.