Evaluation Analysis And Research Of Multiple Intelligence Theory And Used In Education Based On Phenomenology And Phenomenological Pedagogy

The basic framework of education is constituted by people, educates, and exists in the meantimeeducation relationship; one of the people is the most fundamental elements. The road education reformexploring, is how to repair the relationship between people and education artificially fragmented in the pastexist in the life world, of which the most important tasks from theory to rethink how to education is of thepeople-oriented, from the practice of implement and carrying out the human-oriented education policy inthe new period.People-oriented education, it is necessary to respect individual differences in education, and usethis difference to better education activities. American psychologist and educator Howard Gardner in1983put forward the theory of multiple intelligences, in this theory he think that intelligence is a group ofrelatively independent ability everyone have, different of intelligence because of people’s individualdifferences and natural differences, between the intelligences have no strengths and weaknesses, thecultures of the environment for individual intelligence can be activated and engender the influences. TheTheory of Multiple Intelligences in education theory and practice in process a great of influences and goodresults have been achieved, there are also a lot of fallacies and examples of failures.This paper attempts to evaluate and analysis the multiple intelligences theory and its practice ineducation through the concepts and research methods of phenomenology and phenomenological pedagogy,with the introduced of phenomenology and phenomenological Pedagogy, better with the help of the theoryof multiple intelligences research and practice activities to carry out.This paper is divided into four parts:The first part of the "Introduction" describes the basic starting point for this research, thebackground of this research and the purpose, influence and significance of this research.The second part of "Gardner multiple intelligence theory" introduces the background Gardner theproposed multiple intelligence theory of, development and research status, and the application of thistheory in education. Introduced the reflection and the problems encountered of this theory the domestic andforeign scholars’ research and practice existing in the theory of, and finally put forward by other meanswhether on the theory and practice on analysis and evaluation.The third part of the "Phenomenology and Phenomenological Pedagogy " introduces what is phenomenology and phenomenological pedagogy, the development of phenomenology andphenomenological pedagogy, the status quo of their research, the meaning of some important concepts inthe philosophy of phenomenology, the feasibility of introduce phenomenology into the educational research,as well as phenomenological applications in the field of education, education phenomenological researchmethods.The fourth part of “Evaluation analysis and research of multiple intelligence theory and used ineducation based on phenomenology and phenomenological pedagogy in education frame” discussed thereason of introduce phenomenology and phenomenological pedagogy into the analysis of multipleintelligence theory and practice,the reason why use at the same time analyzes with phenomenology andphenomenological pedagogy. Through the two clues of phenomenology and phenomenological pedagogyevaluating and analyzing respectively from two aspects between theory and practice of multipleintelligences theory thinking and education practice process.