The Research Of Chemistry Teaching In Senior High School Which Is Under The Guidance Of Multiple Intelligence Theory

The "Ordinary High School Chemistry Curriculum Standard (Experiment)"is promulgated in2003, it clearly point out that the purpose of chemistry teaching is to enhance the scientific literacy of students, integration of chemistry curriculum goal system which is construct by "knowledge and skill","process and method","emotion attitude and values" target to promote individuality and ability comprehensive development of the student While the traditional intelligence concept is restricted to linguistic and mathematical intelligence, ignored to develop the other aspects of intelligence of the students, obstruct students’personality and the ability of the comprehensive development. Such a philosophy of education can no longer meet the development of the times. In1983, Gardiner proposed the theory of multiple intelligence, it was like "fire" to lit up the world, triggered a revolution in education around the world. Similarly, the theory is also produced a bigger effect on our country current new curriculum reform. However, in the high school chemistry teaching is lack of the research about the theory of multiple intelligences.this is the starting point of this article, we proceed with the theory of multiple intelligences and the4species of intelligence (speech--linguistic intelligence, logic mathematical intelligence, visual spatial intelligence, intelligence--natural observation)which are closely related about chemistry, to explore the study of Chemistry Teaching in high school by the guidance of the multiple intelligences theory, with a view to provide some favorable reference to the curriculum reform.Based on literature review, we in-depth understood the background of the subject, and did a detailed analysis about the domestic and foreign present situation, then, elaborated the purpose and significance, content and the main method of this research. And then we focused on introduce the background, basic structure, connotation, main point of the multiple intelligence theory, and from the teaching view, students view, intellectual view elaborated the enlightenment on chemistry teaching in senior middle school which are from the multiple intelligences theory.In order to fully understand the chemical learning situation and the intelligence distribution characteristics of students, to obtain reliable data, and fully be prepare for the follow-up practical research, we launched an investigation to know the present situation about the experimental high school students’multiple intelligence of chemistry. Then combining the characteristics of chemistry discipline, we put forward the view that chemical teaching should focus on developing the students’language-language intelligence, logic--mathematical intelligence, visual spatial intelligence, natural--observation intelligence, and designed a specific teaching strategies. According to the construction of the theoretical framework, and under the guidance of the multiple intelligence theory, we applied the teaching cases which are designed by the teaching strategy proposed above into practice in grade one class6of Guangxi Guilin first middle school and Second year class1013in Guangxi Yulin Luchuan middle school, and using the multiple intelligences questionnaire (front and rear), student achievement, have an informal discussion with teachers and students, file bags of multiple intelligence and other methods to evaluate the practice result.Research showed that:the high school chemistry teaching under the guidance of multiple intelligence theory not only can change the students’learning mode, improve students’interest in chemistry learning and be positive to stimulate students to learn chemistry, also improve students’achievement, and with the development of the4kinds of intelligence, also drive the develop of other intelligence at the same time, reflec the purpose of the comprehensive development and lay a solid foundation to improve the scientific literacy of students.Due to the limitation of the researcher’s ability and the time and the students’foundation and so on, the4kinds of intellectual teaching strategy and the conclusion of the research are to be further tested.