| Gardner's multi-intelligence theory, which has caused a great attention in the educational circle, gives us a new understanding to intelligence. In recent years, in some western countries, multi-intelligence theory has become an effective ideological theory in teaching. The success in some schools has proved its practical significance. In China this theory also suits its general aim of the educational teaching reform that cultivates a new generation with an excellent and comprehensive quality and improves all of the students' all-round abilities. With the wave of the new educational reform, we teachers are seeking a fully effective educational approach to suit our teenagers' progress and development. My studying goal based on the multi-intelligence theory is to establish a new idea in chemistry classroom teaching in the senior school.So far Gardner has divided man's intelligence into nine parts. Each student exhibits a combination of this nine different intelligence, not a single one. Since different students have different intelligence characteristics, as teachers, we should not judge a student whether he is clever or not only by an excellent achievement in one simple test of a certain subject. This phenomenon to ignore the students' intelligence development is always found in our educational teaching. For example, on one hand, logic-mathematics and language-speaking intelligence are often paid more attention to; on another hand, the development of the other different intelligence, such as self-acknowledge and self-conscious intelligence, communication and exchanging intelligence, self-reliance intelligence is always ignored in the senior school. Since every student has his own multi-intelligence and strong and weak points about the intelligence, we can make him correctly realize his own strong points about the intelligence. Moreover, we can also motivate the intelligence weakness withinits strength, finally we can teach every student effectively. In terms of the nine different intelligences, we can't say which one is important and which one is not. It is really helpful for the student to establish his own confidence and to fully develop his potential intelligence advantage with the development of the multi-intelligence in teaching.I randomly selected one similar class of grade one in the senior school as my subject. Teaching material is the sixth chapter in the chemistry book of grade one in the senior school. Under the instruction of this theory, I demonstrated my chemistry class with the best arrangement, in other words, with the different teaching methods based on the students' different studying backgrounds. Meanwhile I conducted a series of questionnaire to evaluate each student with the multi-intelligence theory. Followed the principle that everyone can be differently improved and should be equally treated, every student, even those who made a little progress in class, can get my courage and praise. The purpose of this essay is to teach the students with the specialized, all-round and lifelong abilities in chemistry class.After this chapters' study, with the comparison between fore-measuring value and after-measuring value of the subject class; and with the comparison between the subject class' difference and non-subject class', the finding was that under the instruction of the multi-intelligence theory, the best arrangement in the chemistry class would produce an obvious in improving the students' comprehensive qualities. As a result, all of the students, especially the students with the poor achievements had the opportunity to exhibit their intelligence, their study attitude was greatly changed and their study interests ware also increased.The multi-intelligence theory not only gives us a new view of the students' intelligence development, but also gives us a new idea to teach in the class; this theory tells our teachers to evaluate our students with the multi-intelligence, too. The multi-intelligence theory brings us the new thinking in our school teaching. As we all know, ther...
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