Research On Application Of Multiple Intelligences Theory In Middle School English Teaching

For many years, Chinese students and parents have been considering that English is adifficult course. Besides, many educationists and English teachers have been working hard tosearch for new teaching model aiming at transforming dull English classes only consisting oflexical and grammatical explanation, arousing students’ interest in English learning andincreasing learning efficiency.In1983, Howard Gardner, a famous cognitive psychologist，Professor of Education atHarvard Graduate School, proposed the theory of Multiple Intelligences(MI for short) in hisbook Frames of Mind: the theory of Multiple Intelligences. In1999, Gardner expanded andperfected MI theory in his another book Intelligence reframed. According to Gardner, allnormal human beings possess at least eight kinds of intelligences: linguistic intelligence,logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musicalintelligence, Interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence.Different people possess these eight intelligences to different extents; some intelligence isstrong while some is weak even in one person. Human beings learn or experience things withtheir different intelligences through their own distinct ways even in learning or experiencingthe same thing. As a result, in order to improve achievements in teaching and learning,teachers have to realize and respect students’ diversities in learning styles and personaluniqueness, and have to offer various and effective classroom activities during the teachingprocess. Since MI theory was proposed, it has profoundly influenced the reform of AmericanEducation, and also has been applied to teaching by many educators of other states in theworld. Furthermore, in China, MI theory is consistent with the final objectives of qualityeducation: for students’ all around development and personality development. In2011, new English Curriculum Standards in compulsory education stage proclaimed by ministry ofEducation advocate that “English teaching is not only for knowledge, but also for students’all-around development and lifelong development”(2011)The author conducted an experimental teaching research in Huangqiao Middle School inXihua county. Based on MI theory, the author designed English teaching and used multi-angleteaching strategies together with a wide range of classroom activities, the purpose of theresearch is to testify the effect of MI based teaching model on arousing students’ interest inEnglish learning and improving their English learning. Two classes were chosen as researchsamples, class3Grade7is chosen as experimental class and class4as control class, bothclasses have41students and most come from rural area. Before entering middle school, theyhave the similar English learning experience and English proficiency. In the experimentalclass, the author taught English based on MI theory and designed course. While the controlclass was taught by author with traditional course, students’ intelligences profile was notconsidered. The experiment was conducted through instruments as questionnaires, interviews,classroom observations and tests. At the end of semester, the author analyzed results carefullyand found that students in experimental class became more active and interested and inEnglish learning, and they did much better than students of control class in the post test.Teaching activities based on MI theory has contributed significantly in arousing students’interests and confidences towards English learning and improving students’ Englishproficiency.