Research On The Teaching Strategy Of Natural Geography And Multi - Intelligence

Howard Gardner believes that man’s intelligence is multiple. Everyone has eight kinds of intelligence:linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence and naturalist intelligence. Every student has his or her smart features, we can only say what aspects he is in the most intelligent but which student is the most intelligent. Gardner’s Multiple Intelligences theory brings new student view to us. Each student can use his own way to learn. Every student can give full play to their potential when appropriate situation are given.Classroom teaching is the basic part of current education activity. It’s a norm life and more about the survival state for teachers and students. The new curriculum reform calls for life vitality of classroom teaching. Based on the theory of multiple intelligences, geography classroom teaching respects the students’ intelligence, actively looking for teaching breakthrough point for all kinds of students. In order to promote effective development of each student, this article is guided by the theory of multiple intelligences, and trying to modify the natural geography classroom teaching in high school. The purposes of the thesis are trying to make geographical classroom full of vigor, challenging and fun, and to make the students enhance the understanding of geography in the teaching process.The first chapter provides an overview of the research background, significance, research methods and the status quo. The second chapter introduces the theory of multiple intelligences and its research in education. The third chapter discusses the strategies of the natural geography teaching,about the design of teaching goal, the teaching tools of the Multiple Intelligences, the consist of multiple intelligences teaching. Chapter4investigates the practical effects of the strategy of multiple intelligences on the teaching of natural geography. The author illustrates the students’ academic achievement, learning experience, the acceptance of method of multiple intelligences. The last chapter provides the conclusion of the research and some possible questions in research.