The Students' Assessment In Biology Curriculum In High School Based On The Theory Of Multiple Intelligence

"Calling the education filled with wisdom and training the students of personality." In the basic education in the 21 century, the development of students is highly valued. The traditional theory of intelligent overemphasis on language and logic - mathematical intelligence, ignored other equally important intelligence in the survival and development of human and individual. The " theory of multiple intelligence " advanced by U.S. psychologist Professor Gardner is concerned widespread, and become an important guiding ideology of the reform in education.An educational philosophy, that everything is worked for the students' development, is advanced in the new curriculum reform of China. The kind of recognize for education is the same as multiple intelligences theory. So, the new curriculum reform needs the theory of multiple intelligences which promotes comprehensive development as a theoretical basis. In the backdrop of new curriculum reform, training and developing all aspects of the intelligences of students is put in the first place in biology curriculum in the high school, and the reform in evaluation of students is of great significance and role for the implementation and promoting of the reform of curriculum.In this paper, the problems about students' evaluation in biology curriculum in high school based on multiple intelligence theory are discussed. The full text is divided into five parts:In the first part, the situation of the development and application at home and abroad on the theory of multiple intelligences, and the significance and methods of this research are introduced.In the second part, the main content of the theory of multiple intelligences, and its significance for the evaluation of students are related. The theory of multiple intelligence is that: every person have eight relatively independent intelligence in varying degrees when they are born; because of the different levels, the differences of smart among individuals are showing; intelligences are constantly developing in practice, and the development is influenced by the culture and environment, incarnating the characteristics of intelligent, the diversity, cultural, sexual differences, development and practical. The guiding significance of the theory of multiple intelligence to students' evaluation embodied in: promoting the changing of students' view about achievement; promoting the changing the objectives of students' evaluation to the development of students; prompting the content of evaluation comprehensive, and making the criteria, the subject and the way of evaluation diversified, and so on. In the third part, how to use the theory of multiple intelligences in the students' evaluation of biology curriculum in high school is discussed. On the basis of analysis the multiple intelligences of biology in high school, and the way, the mainly present form and tools of students' evaluation of biology curriculum in high school, the implementation of the strategy of students' evaluation of biology curriculum in high school - "participation in" students' evaluation mode is advanced. Finally, several issues in the implementation process of the students' evaluation are raised.In the fourth part, the students' evaluation process of biology curriculum in high school is expounded through an example of biology class - "the fluid- mosaic model of biology membrane ". Part V pointed out the difficulties in the application of the theory of multiple intelligences in the students' evaluation of biology curriculum in high school, and made appropriate recommendations.