Learning Projects In The Theory Of Multiple Intelligences Perspective

New century provides new opportunities for the development of fundamental education. At the same time it also brings about new challenges. Most of the developed countries are attaching much importance to education reformation, which calls for the reformation of fundamental education curriculum as the core. In our country, new curriculum reformation especially emphasizes active learning attitude, cooperation, problem solving, information gathering and synthesizing, and utilizing high-tech tools, etc. In new curriculum, the emphasis on integrative and interdisciplinary learning happens to share the same view with project-based learning. Individual Project-based Learning under the direction of Multiple Intelligences has important effect on carrying the new curriculum reformation into execution. It brings a good thought for putting our country's Quality-orientated Education into practice.Starting with the problems faced with current Quality-orientated education, the dissertation firstly discusses connotation of Project-based Learning: introducing the background of Project-based Learning being put forward, describing the conception and characteristic of Project -based Learning, analyzing the advantages and factors of Project-based Learning, illustrating the relationships between Project-based Learning and Subject Learning, Inquiry Learning, and Problem-based Learning, including the similarities and differences.Secondly, the theory foundation of Project-based Learning is concerned. Project-based Learning syncretizes many education theories. Besides Multiple Intelligences, it also includes "Learning by Doing", Project Method, Constructivism and so on. In this dissertation, we expatiate these four kinds of theories one by one, and emphatically analyze the relationship between these theories and Project-based Learning.Thirdly, the design and actualization of Project-based Learning is narrated. On selecting the subject content of Project-based Learning, we describe three selection views and some points that should be paid attention to. After that we analyze the form of Project-based Learning. On the actualization of Project-based Learning, we put forward several principles, which should be followed, several problems need to be done and the detailed process of Project-based Learning actualization. For the evaluation of Project-based Learning, we evaluate applying authentic assessment.Fourthly, we comment on some Project-based Learning cases in other countries.Through analyzing Learning Center of Bruce Campbell, Activity Centers of Thomas Armstrong, The Year-long Curriculum Journey of David Lazear, Project-based Learning designed by Sally Berman and Lilian G Katz, we point out the reference significance of them.Based on the theoretical study of Project-based Learning, we apply the theory into the practical research at Shanghai Pudong Dongfang Primary School, Shanghai PuDong Mingzhu Primary School and Shanghai World Foreign Language Primary School. Especially at Shanghai Pudong Dongfang Primary School, together with teachers there, we developed the interdisciplinary Project-based Learning, which is suitable for the fundamental education in our country. The last chapter of this dissertation not only discusses how to design the interdisciplinary Project-based Learning, but also illustrates the practical process with cases. At the end of this chapter, through reflecting the practical results, we check the advantages of Project-based Learning again and put forward some problems to be researched in the future.In this dissertation, I not only come up with the analysis of the theory, but also some practical cases so that I hope to structure the clues to the Project-based learning.