Improving Autonomous English Learning In Senior High School Through Multiple Intelligences

For a long time, English learning has been perplexed many students and parents of senior high school. With the coming of the age of learning society and lifelong learning, to cultivate students' autonomous learning ability and teach students learning has been recognized the ideal goal of education. Gardner, the famous psychologist of America, proposed Multiple Intelligence theory which stressed and respect individuality difference, fully affirmed the human potential of intelligence. In intelligence view, students' view, teaching view, assessment view, learning view, etc, it has important meanings of inspiration and guidance to our current teaching under the new curriculum background, and worthy of our educators thinking and research deeply according to our country's present situations of education and teaching reform.According to the curriculum of senior high school English teaching, the 2007 edition, the overall goal of English course in Senior High School are: in compulsory education, based on English leaning, enable students to further clarify the purpose of learning English; develop the abilities of autonomous learning and cooperative learning; and to cultivate students'comprehensive capabilities of language applications. Comprehensive ability of using language is formed in based on language skills, language knowledge, and emotional attitude, learning strategy and cultural awareness, literacy integration. Learning strategies are the prerequisites to improve the learning efficiency and development of autonomous learning. The new curriculum requires to change the status: during the course implementation, it put too much emphasis on learning by rote, machinery; advocate students' active participation, willing to explore, and industrious hands, and cultivating students' ability to collect and process information, to acquire new knowledge, analysis and solving problems, communication and cooperation skills.This paper mainly discussed the strategies of how to improve the students'ability of autonomous learning with multiple intelligence theory as the guidance in English teaching of senior high school. It is of great significance for the development and application of the multiple intelligence theory; the achievement of high school English education and teaching goal; and improving the comprehensive quality of senior high school students'. According to the current state of Dawa Senior High School, this study used questionnaire and experimental methods to inquiry the learning strategies of improving the students'ability of autonomous learning under the guidance of multiple intelligence theory. The author also puts forward some constructive suggestions for teachers to promote students' learning independence. In the prophase of thesis writing, the author conducted the experiment in two classes for 18 weeks. The results show that, the strategies of autonomous learning under the guidance of multiple intelligence theory raises students' grades, and at the same time, improve the students' interest in English learning. The effect is very obvious. The results of analysis show that, Multiple Intelligence theory in senior high school English teaching can play an active role. It changes the traditional teaching methods and the teachers' understanding of students'single intelligence. The teacher designed a diversity of classroom activities based on multiple intelligence theory as guidance. It not only improved the student's abilities of listening, speaking, reading and writing, but also improved the students' interest in learning English and abilities of autonomous learning. The most important of all, it brought more inspirations for our educational teaching practice.