Based On The Theory Of Multiple Intelligences Inquiry Learning Evaluation Mode

Since the Ministry of Education published some implementation guidelines relevant to carrying on the inquiry learning, this kind of student-centered and teacher-led teaching mode is getting more and more attention by everybody. But, we mostly still use traditional teaching evaluation mode to assess the effect of this teaching mode, which has ignored the students’ individual characteristics. It always uses the standardized tests to evaluate all the students, or gives general evaluation. Therefore, it cannot clearly indicate the students’ strength and weakness, and the aspects which need further improvement.Traditional teaching evaluation was based on the traditional intelligence theory, which believed that the intelligence is the ability of language and mathematical logic at the core and the intelligence is a capability which exists in an integrated approach. The underlying concept of intelligence test is that intelligence is unitary, It is a single integrated ability. Therefore, the traditional evaluation mode mainly aims to test the cognitive abilities of students, ignoring the students’ emotion, attitudes and values. Under such circumstance, students can not find the root causes of their own problems, but can only blindly adopt passive learning.Along with the development of the theory of multiple intelligences, multiple intelligence theory gradually began to be valued by some educators and scholars of our country. Multiple intelligence theory believed that people’s intelligence not only has verbal-linguistic intelligence and logical-mathematical intelligence, but also includes visual-spatial intelligence, interpersonal intelligence, musical-rhythmic intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence, naturalist intelligence and existential intelligence, etc. Meanwhile, it emphasizes different individual intelligence has different combined degree and combination between different individuals who have different intelligence strengths and intelligence weaknesses. The manifestation and development speed of the same intelligence in the different individuals are not identical. And different individuals reflect the different learning style and willpower.The paper constructs an evaluation mode of inquiry learning which is based on the theory of multiple intelligences. The mode is primarily a process evaluation, with teachers, team members, students and other subjects (including parents and society) as evaluation body, at the different stages of inquiry learning, from the perspective of multiple intelligences theory to evaluate the students. Meanwhile, the evaluation mode uses the portfolio evaluation method and scale evaluation. This paper mainly completes the following work:Firstly, this article simply elaborates on development status of inquiry learning evaluation, theoretical foundation and the traditional inquiry learning evaluation mode. Secondly, this paper analyzes the theoretical foundation which is based on the theory of multiple intelligences, inquiry learning evaluation mode, and constructs the evaluation mode. And then, using this mode evaluation of all students inquiry learning of law majors of class01and class02of Yangzhou University. This mode is found to be more comprehensive and objective in the understanding of the characteristics of students, as well as the strong and weak intelligence of students, It also promotes the students’ study better. At the same time, it can also help students find the shortage of the research, and stimulate the students’ interest in study and research, and enhance the students’ability of cooperative learning. Finally, this topic describes the problems existing in the research and reflection, its development and perfection and put forward some suggestions and expectations.Based on the theory of multiple intelligences inquiry learning evaluation mode breaks through the traditional evaluation which separates the students daily life and learning situation, and is the static evaluation of students’ development, solely evaluating students from verbal-linguistic intelligence and logical-mathematical intelligence, instead of reflecting the uniqueness of student development, and evaluating the students’ development. This evaluation mode also provides some new ideas.