A Study On The Teaching Structure Of Physics Classes In China And Foreign Countries Under The Theory Of Multiple Intelligences

The theory of Multiple Intelligences was put forward by American psychologist Howard Gardner in1983, it stressed that everyone has different types of intelligence, which has a unique intelligent combination. Classroom teaching is part of a lesson and the connection between the parts, sequence and time allocation. This article chose the typical physical teaching records (video) from Jiangsu Teaching and Research Studio of Primary and Secondary School and the records of China, Australia, the Netherlands from TIMSS website, guided by the theory of multiple intelligence, analysis of code, through the data collection of intelligence composition proportion in classroom teaching, it analyzed the similarities and differences, and find out the highlight of the three countries, in order to be used for reference in the specific implementation of physics teaching in China, hope to put forward some useful suggestions for the classroom teaching of China.The paper carried on the brief description on the classroom teaching cases home and abroad, and starting from the structure of classroom teaching, it analyzed the connection between the following eight aspects as well as the proportion of time in a class self-knowledge of multiple intelligences-introspection intelligence, interpersonal intelligence-communication, kinesthetic intelligence, body language, verbal intelligence, mathematical logic puzzles, visual spatial intelligence, music rhythm, natural intelligence-observe. it also carried out quantitative comparison among them, the results are as follows:At present, the intelligence (in addition to the rhythm of music-intelligence and natural intelligence-observation) training is attached great importance to in physics classroom teaching at home and abroad, especially mathematical logic and kinesthetic intelligence occupy certain proportion in the classroom teaching. But the proportion of each intelligence differs in the physics classroom teaching home and abroad. Australia focuses on "body-kinesthetic intelligence" in physics teaching, while the Netherlands emphasized a relatively balanced development of various intelligences, there is little difference in proportion of a class. China’s physics class focuses on the development of "mathematical-logic intelligence", compared to foreign countries.The paper put forward some suggestions for the concrete implementation of Chinese junior middle school physics teaching according to the characteristics of the three countries,1. Physics teaching should combine knowledge and the development of multiple intelligences effectively;2. The distribution of the multiple intelligences should be paid attention to in the process of physics teaching; 3. Teaching should be carried out in accordance with student groups, as well as individual composition of multiple intelligences.