Under The Guidance Of Introduction To The Theory Of Multiple Intelligences In Higher Vocational Chinese Teaching

In our traditional education, it is easy for a teacher to judgewhether a student is clever or not, which is based on the languageintelligence and logic—mathematical intelligence. According to themultiple intelligence theory, every person has the strong and weakpoints in intelligence, so it is not who is more intelligent but whoseintelligence and its construct are much better. Dr. Howard Gardner saysthat all the intelligences are relatively independent and interrelatedwithout a distinction between Primary and Secondary. Every studentcan learn to discover his superior aptitudes and compose his ownconstruct. Meanwhile, every person has more than one intelligencesand they are different in strength. Great effects can be achievedunexpectedly so long as the intelligences are combined properly. Soteachers should treat the students with no discrimination and help themto discover and display their advantage intelligence, to pay attentionto their disadvantage intelligence and develop them.With the development of times, the society has put forward anew demand for the students from the high vocational school. Highskilled laborers in those early years cannot meet up with employing units,while the students who have outstanding working ability and highercomprehensive quality are welcomed by the employing units. Owing todifferent qualifications and experiences, students have differentcharacter, temperament, hobby and intelligence, teachers shouldconfirm and be good at tapping the differences. As a fully inclusive andequitable subject, Chinese is an integrity of Instrumentalism, Humanismand Practicalism. Teachers in high vocational school are responsible forimproving student’s listening, speaking, reading and writing abilities andcultivating their humanity quality, and combining Chinese andprofessional courses.So multiple intelligence theory will direct Chinese classroom teaching and help improve students’ qualities.The main ideas of the thesis are as follow: chapter1introducesthe background and basic contents of the multiple intelligence theory,at the same time, it elaborates on this theory and education; chapter2analyzes the Chinese language teaching in five-year higher vocationalcollege and concludes the significance of applying the multipleintelligence theory to Chinese language teaching; chapter3illustratesthe guidance of the multiple intelligence theory to the Chineselanguage teaching; chapter4introduces several main revisedevaluation criteria in a multiple Chinese language teaching.