A Preliminary Research Of Chemistry Experiment Instruction Based On The Theory Of Multiple Intelligences

The quality education and basic education of 21 century are based on students' all-round development, so traditional intelligence theory hasn't accommodated to demand of education development. The theory of multiple intelligences has been given more attention, which is put forward by professor Gardner, psychologist in U.S.A. It has been regarded as an important directorate idea of educational reformation. The theory of multiple intelligences thinks there are seven relative mentalities in the individual independently. They are verbal-linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intra-personal intelligence and musical-rhythmic intelligence. The seven particular intelligences emphasize that the intelligence should be practiced in the practice and can be influenced by environment and education. However the method, which is used to looking on multiple intelligences in many dimensions is put importance on by the theory of multiple intelligence itself. The nurture and development of students' ability in all directions has been put the first place in quality education in our country, so the theory of multiple intelligences is needed in quality education. The chemistry experiment instruction is one part of quality education, and the ability embodied in the chemistry experiment conforms to the intelligence put forward by Gardner. So it is necessary to make the theory of multiple intelligences and the chemistry experiment instruction together. The middle school students' intelligence has been analyzed though the investigation of senior middle school students' intelligence in chemistry experiments. The reason is relative to the viewpoints of experiment instruction, teaching method and evaluation way. In allusion to this status, the viewpoints of experiment instruction must be renewed and the method of experiment instruction must be improved on, if the nurture of multiple intelligences wants to be realized. The cognition of experiment's importance must be improved on and the students must be looked as main bodies in the experiment instruction. It is convinced that synthetic instruction is very important as well as the nurture of single intelligence. Both the single evaluation and the synthetic evaluation are important in instruction evaluation. The diversity of evaluation should be paid attention to when the evaluation is put into practice, and the development of students is also important in the evaluation. At last, both routine performance and major themes performance must be used in evaluation, and the special books should be made for students.