Develop Multiple Intelligences To Promote Middle School Students To Participatate Biology Classroom Study Effectively

With the development of Qualities Education and Basic Educational Innovation, teaching activities pay more and more attention to "students". Teachers should provide different students with opportunities to participate and embody their main-body status to. But because of the differences of students, we met with some difficulties. First, teachers are hard to concern individual in a big class; second, they can't find break-through for Difference Education. In 1983, Harvard Gardner put forward the theory of multiple intelligences. He thought everyone had his own advantages. So teaching according to students' intelligence differences can develop their personality and promote them to partake study actively. Our research is to introduce the theory of multiple intelligences into middle school biology classroom, explore individuation-instructional strategies to make everyone have opportunities to develop their advantages and make some progress in biology classes.First we worked out "Multiple Intelligences Questionnaire" to identify students' intelligence type and used it to sieve objects. Then we carried out our teaching experimental respectively to explore different biology instructional strategies in allusion to Logical -mathematical intelligence, Verbal-linguistic intelligence and Naturalist Intelligence. We used "Evaluating Scale on Efficiency of Student Involvements Biological Classroom in Middle School " and students' biology scores to explain the effects.Statistics verification suggests: "Multiple intelligences Questionnaire" can be used to identify students' intelligence type and to sieve objects. (r= 0.564**,a =0.876)Results of teaching experiments suggest: biology instructional strategies in allusion to Logical - mathematical intelligence, Verbal - linguistic intelligence and Naturalist Intelligence can improve relevant type of students' biology study effects. After the first stage, scores of students in experimental classes are higher than normal classes evidently, (Ses= 0.256, Sns=-0.256, P=0. 004**) So as their participation Ievels.( Sep=0.337 , Snp=0.257, P=0**) After the second stage, we got the similar results in the biology test and their participating investigation, Ses=0.237, Sns=-0.237, P=0. 007**; and Sep=0.340 , Snp= 0.249, P=0**; After the third stage, Ses=0.387, Sns=-0.122, P = 0.02*; Sep=0.320, Snp=0.260, P=0.001**Finally, we studied the effects on whole. We found that through our study, the biology scores of experimental classes are advanced by 13.269, and the normal classes are 7.355, P=0.013*; and their levels of participating classroom study is different evidently.( Me=0.31, M n = 0.23, P=0*). So our "Biology multiple intelligences teaching strategies" are effective.