The Predicament And Outlet Of Students’Multiple Intelligences Developed In The Ethnic Primary School Curriculum

The purpose of this paper is to analyze the real predicament and basic outlet of Students’ Multiple Intelligences Developed in the Ethnic Primary School Curriculum. I was inspired by Howard Gardner Theory of Multiple Intelligences (Howard Gardner), so that I put forward the idea of this topic. In Gardner’s view, human beings have at least eight intelligences:Linguistic Intelligence. Logical-Mathematical Intelligence. Spatial Intelligence, Bodily-Kinesthetic Intelligence. Musical Intelligence, Interpersonal Intelligences, Self-Reflection Intelligence, Naturalist Intelligence, the eight special intelligences conduct Special combination on different individuals in the role of culture, and form the unique intelligent-structure finally. Extends to the education system, Gardner pointed out that the purpose of school education is to develop students’multiple intelligences and help students find the career and hobby that in accordance with his or her intelligence features.On the choice of site for field-work, Basha Miao Village of Congjiang County in Guizhou Province is located in southwest ethnic-minority culture area of China, as "the last one to the gunner tribe" and "Miao cultural living fossil", has unique ethnic culture and rich customs, be full of representation. Moreover. I has been paid sustained attention to the Basha Miao Village, so that this study identified Basha Elementary School to the mainly objects. On the research methods, I attempt to persist the combination of qualitative research and quantitative research, not only useing the multiple intelligence tabulations, but also using the interviews, observation and survey. On the structure of this article, the paper consists of five parts:the first part is to introduce the origin of the problem, the prehistorical research and my research design; the second part presents a basic overview of the Basha Miao Village, including the human and natural ecology, the original ecological education culture as well as the basic education; the third part is to specific analysis Basha primary current curriculum, students intelligence-features, as well as the "dislocation" phenomenon between the curriculum and the intelligences; the fifth part is to summarize the dilemma faced by the ethnic primary school curriculum, including course content, teachers and evaluation mechanisms; the sixth section put forward the strategies in accordance with the actual situation of the ethnic.In this study, the author’s basic view is:intelligence is a kind of renewable and invisible resources, can afford intrinsic motivation for the development of individuals and the ethnic. The school curriculum should pay attention to the diversified development of the students’ intelligence. Through the field work, I found that our ethnic primary school curriculum neglecting the intelligent national characters, curriculum and life are divorced, only concerned about the students’ Linguistic Intelligence and Logical-Mathematical Intelligence, ignoring the attention of other intelligences, establish a one-sided view of intelligences, and exist a serious dislocation between the diversified development of the students’ intelligences and the curriculum. For this reason, on the one hind, we can make use of the theory of multiple intelligences to find the theoretical reference in the curriculum objectives, content, implementation, evaluation and so on; on the other hand, we should continue to strengthen the localization explore, and combined with the actual situation of the ethnic minorities, paying attention to the internal cultural curriculum resources to develop the appropriate school-based curriculum.