Theapplication Of The Multiple Intelligence Theory In Higher Vocational College English Reading Teaching

The multiple intelligence theory (MIT) was first developed in 1983 by Dr. Howard Gardner who was professor of education at Harvard University. The theory has a history of over 20 years and has received worldwide attention. It has changed people's concept of intelligence, has had great significance in teaching, and led to a revolutionary way of thinking in the world.The main tenet of the theory is: intelligence is defined as the capacity to solve problems or to fashion products that are valued in one or more cultural setting. Howard Gardner formulated a list of eight intelligences that everyone possesses. They are linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence. According to Gardner's theory, each individual possesses a basic set of eight intelligences. And the eight intelligences rarely operate independently; they are often linked together and used at the same time, and tend to complement each other. Therefore each individual has a unique blend of intelligences. The theory also states that each individual's intelligences can be developed and enhanced by education and learning.In recent years, researches and studies have been conducted at home and abroad on how to apply MIT to different courses teaching, how to change the traditional teaching methods, how to arouse students'interest, and how to take each student's personality into account. However, study on applying MIT to English reading teaching in higher vocational colleges is very few and limited. The researcher integrated the application of MIT into English reading teaching in higher vocational college, to further explore new English reading teaching methods and approaches by MI, for MI and around MI in order to testify the teaching efficiency and effects of MIT.Under the guidance of Gardner's MIT, the researcher conducted experimental teaching research in two sections of Electricity Supply Class 0931 and 0932. The two classes were divided into the experimental class (Electricity Supply Class 0931) and the control class (Electricity Supply Class 0932). The researcher applied MIT to the English reading teaching in the experimental class but adopted the traditional grammar-translation teaching method in the control class. The researcher carried out the tests and questionnaires in the two classes with quantitative and qualitative research methods used. The testing includes pretest and posttest. The test papers are adapted from PRETCO-B (Practical English Test for Colleges Band B) . The purpose of the tests is to confirm whether students make progress in their study and their test scores are improved. Questionnaires include students'English learning interest and motivation questionnaire (pretest and posttest) and multiple intelligences questionnaire. The purpose of students English learning interest and motivation questionnaire is to testify whether there are changes in students'interest and motivation and whether their interest and motivation are improved when MIT is applied to English reading teaching. The purpose of multiple intelligence questionnaire is served as group division in teaching practice. The researcher divided teaching groups in accordance with MI questionnaire.The researcher analyzed and compared the data collected in the tests and questionnaires by Software SPSS 17.0. The results of the research indicate that, on the one hand, compared with the control class, students'interest in reading in the experimental class has been greatly aroused; on the other hand, students'test scores in the experimental class are much higher than those in the control class. In this sense, MIT applied to English reading teaching in higher vocational colleges is effective to arouse students'interest, improve their test scores and finally realize the teaching objectives.