An Experimental Study Of Instructional Strategies Of Information Technology In A Primary School Based On The Theory Of Multiple Intelligences

As the elementary education in China develops, more and more attention has beenpaid to character education, the students’ individual differences and their all-rounddevelopment. Professor Gardner postulated "the theory of multiple intelligences" in1983and most of his viewpoints happen to coincide with the concept of the education reformin China. The new intelligences concepts offer the theoretical basis to the implementationof elementary education reform in our country.According to the theory of Multiple Intelligences, each student has not onlylinguistic intelligence and logical-mathematical intelligence, but also at least other sixintelligences: spatial intelligence, bodily-kinesthetic intelligence, musical intelligence,interpersonal intelligence, intrapersonal intelligence and naturalistic intelligence. Eightintelligences are mostly independent of one another, and they can combine in any wayand any degree. The different combinations express the intelligence difference of theindividuals. According to different intelligences and different students, teachers shouldtake different instructional strategies. If enriched education environment and appropriateguidance are provided, the students’ intelligence level can be improved.In order to explore the effect of instructional strategies in Information Technology inprimary schools on the improvement of the students’ intelligence, at the same time, toprovide reference for the majority of the Information Technology teachers in primaryschools, the author, on the basis of the theory of Multiple Intelligences, measuredintelligence of the students in two classes of a key primary school in Jinan City,Shandong Province. In terms of the course characteristics of primary schools InformationTechnology, the author selected the linguistic intelligence, bodily-kinesthetic intelligence,interpersonal intelligence and naturalistic intelligence as the training contents, based on the intelligence structure of the students, and designed differentiated instructionalstrategies with the teaching contents. The instructional strategies of training the students’linguistic intelligence include learning to listen effectively, and giving students theopportunity to speak and tell stories; the instructional strategies of training the students’bodily-kinesthetic intelligence involve group instruction, paying attention to individualstudents, game teaching method and more practice; the instructional strategies of trainingthe students’ interpersonal intelligence include cooperative learning, and peer sharing;and the instructional strategies of training the students’ naturalistic intelligence includethe basic content of the observation, the observation of the operating results and moredetailed observations.A15-week experimental research was carried out, with15hours of instructionalstrategies based on the teaching of the theory of Multiple Intelligences, the authormeasured the students’ intelligence in the experimental class and the control class interms of the multiple intelligence scale, then calculated and analyzed the data. The resultsshow that there is a significant difference in the linguistic intelligence, bodily-kinestheticintelligence, interpersonal intelligence and naturalist intelligence between the pre-test andpost-test, the experimental class and the control class. This shows that the instructionalstrategies of training the students’ multiple intelligences are more conducive than thetraditional teaching methods as far as the improvement of the students’ intelligence levelis concerned.