The Theory Of Multiple Intelligences And High School Composition Teaching And Research

Great importance has been long attached to composition teaching to high schools. The ability of writing not only reflects students’ Chinese acquisition in general but also appears as what a high school student is expected to achieve when the middle high teaching reform is concerned. Only when multi-aimed teaching actually helps with students’ dynamic exploration can students really improve their performance and therefore can the teachers improve their teaching. Yet, composition writing remains quite a difficulty to many high school undergraduates. Some even have trouble putting ideas together and express themselves, because of which the outcome seems unreal from their everyday life. Inferior writings are seen from time to time on papers for college entrance exam. Teachers’ tutorial can be limited in this case, but their practical work has shown positive influence.This article is based on the multiple intelligence theory and is to explore the characteristics of high school students teaching, hoping to do this with students themselves fully concerned. Intelligence theory applied in teaching practice involves more abundant innovation than in traditional class. Therefore, the theory of multiple intelligences should be widely introduced to composition teaching. In the analysis of the traditional teaching mode, the author has given deep look into both teaching and learning writing in and after class and decided that teachers should establish close attachment between the theory and the new curriculum in order to "teach with multiple intelligences theory",①to teach students to write and "in order to multiple intelligences to teach" and②to improve students’ performance and develop their Chinese composition with multiple intelligence thinking. With the enlightenment of multiple intelligence theory, high school composition teaching in class is focused on students but led by the teacher. Teachers teach students in accordance with their aptitude embodiment flexible composition teaching, characteristics, seize the3D object teaching, students’ writing reflects its mode of thinking. To achieve the pressure, the author is to create a relaxing teaching environment, the theory of multiple intelligence in teaching and learning in an active resonant mode. First of all, in teaching methods, can be Innovative thinking, as far as possible with the student’s life reality, and teachers and students teaching environment are matched, and the high school students’ psychological approach to consistent. In addition, in the course of teaching design, clear thinking, method of composition teaching, target and the expected results, to some existing teaching status of the theory of multiple intelligence analysis and assessment, to build a broad theory of multiple intelligence system of composition teaching in high school. The author also from the comprehensive practical experience, lesson, in-depth scenarios simulated expression of sensory experience lesson and free composition and evaluation of several class was analyzed. And to promote the students creative performed multiple intelligence in the related intelligence theory to explore the success of composition.