Developing School-based Curriculum From The Perspective Of The Theory Of Multiple Intelligences

The knowledge economy era endows new tasks and requirements to the education for talent cultivation. These tasks and requirements are so urgent and high that we educators should seek the most efficient ways to prompt the goals of fundamental education development among which curriculum has become the focus of overall factors. How to accelerate the curriculum reform to establish a new fundamental education mechanism or system adapting to situations in our country is a significant subject for both educators and researchers. With ending of the single power upon national curriculum, school-based curriculum has won its reasonable scale and proportion along with the local and national curriculum. It is an exciting success for school-based curriculum to become one of the three crucial systems of curriculum. Sharing power also means duty bound to fulfill new tasks. Doubtlessly school-based curriculum development will have more functions on expanding students'interests and specialties, widening their views in knowledge as well as promoting their understanding of human beings. Accordingly it will be favorable for achieving schools'philosophy and expediting teachers'specialization. As a result, it is not only the orientation of China's contemporary reform in fundamental education but also the tendency of that all over the world.Despite its controversial flaws, the Theory of Multiple Intelligences, which is one of the greatest contributions to the human psychology from Professor Howard Gardner, can give us revolutionary enlightenments in school-based curriculum development. Curriculum development is not only for the purpose of developing students'intelligences but implementing humanity value and cultural missions. Differential education according to students'intelligences characteristics, learning for practical use, evaluation for more progress and comprehending the meanings of human existence are beneficial conclusions from the wonderful theory for school-based curriculum development. We should develop students'intelligences; however the important factors we should hold tightly in mind should be students'acquisition of morality, ethics and responsibility from school-based curriculum development.It is taken for granted that we should have different concepts and methods, especially breakthrough in developing new curriculums in the perspective of the Theory of Multiple Intelligences. The quondam history in school-based curriculum development has proved that reasonable portion of school-based curriculum will contribute to construction of the curriculum system and promotion of teachers and students. It has been suggested by experts and researchers that the appropriate portion of school-based curriculum should be approximately 15 to 25 percent in the curriculum system, which is suitable for the educational situations in China nowadays. However, as a matter of fact, the portion is none invariable but a dynamic progressive process. To exert its maximum functions, we should develop school-based curriculum in a way of democracy decision-making, optional curse-taking, dynamic class-opening, situational activity-interacting and caring student-orientating. Under the direction of these principles, school-based curriculum development can perform splendidly by optimizing course design, setting teaching goals, making choice of the materials, perfecting lesson arrangements, exploiting resources and evaluating the activities in an equitable and developing foresight, thus bringing about standardization and fast promotion in this field.