The Cultivation Of Interpersonal Intelligence In Chinese Teaching Of Junior High School

In1983, the publication of Frames of Mind: the Theory of Multiple Intelligencesby Howard Gardner, a famous psychologist and educationist from America, markedthe birth of the theory of multiple intelligences. This theory broke through thetraditional view that human intelligence included only linguistic intelligence andlogic-mathematical intelligence and caused a strong reaction in the world, of courseincluding China.As one aspect of the Theory of Multiple Intelligences, interpersonal intelligenceplays an important role in Chinese class. The junior high school students are in thekey stage of adolescence and have extremely strong plasticity, so we should cultivatetheir interpersonal intelligence in Chinese class to the greatest extent. In this paper,literature research, survey research and induction are the main methods and fouraspects of content will be discussed.First, in the introduction part, this paper introduces the connotation ofinterpersonal intelligence, the characteristics of middle school students’ interpersonalcommunication, and the classification of the interpersonal intelligence. In the part ofthe connotation of interpersonal intelligence, this paper also introduces thebackground, meaning and influences of the Multiple Intelligence Theory briefly,which makes a single theory have system support.In the second part, this paper introduces the importance of interpersonalintelligence in Chinese class. First of all, good interpersonal intelligence can makeChinese class more effective. Secondly, good interpersonal intelligence can improvetheir speaking ability. Finally, the Interpersonal Intelligence Theory meets the needsof Chinese curriculum reform.The third part is about the investigation and study, which is divided into twoaspects. The first one is the design of the student questionnaire, the major surveycontents of which are about the cultivation of interpersonal intelligence of middleschool students in Chinese class, and the interpersonal communication problemsbetween teachers and students. Then the statistics and analysis of the questionnairewill be made to be the grounds of improving opinions. The second one is the surveyof teacher as a supplement of student questionnaire. It can make the surveyinformation more comprehensive from the teachers’ perspective, and make thegrounds of improving opinions more dependable.The last part is about the improving opinions of Chinese teaching of junior highschool based on the investigation. It also has two aspects. Firstly, from the students’perspective, we can develop cooperative learning group and sharing teaching.Secondly, we can carry out dialogue teaching and heuristic teaching.