Research On Application Of Multiple Intelligences Theory In Primary School English Teaching

Howard Gardner, a famous cognitive psychologist in America. In1983, he published a book named Frames of Mind:the theory of Multiple Intelligences. In this book, he proposed the theory of Multiple Intelligences (MI for short). In1999, Gardner expanded and improved MI theory in another book Intelligence reframed. According to Gardner, normal human beings have got at least eight kinds of intelligences:linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. Everyone is unique, and everyone has his/her own intelligent profile. Even in one person some intelligence is strong while some is weak. So teachers have to realize and respect students’ diversities in learning potential and personal uniqueness. Since MI theory was presented, it has profoundly influenced the reform of American Education, and also draws many educators attention from all over the world. Furthermore, in China, MI theory is consistent with new English Curriculum Standards in compulsory education stage proclaimed by ministry of education advocate that "English teaching is not only for knowledge, but also for students’ all-around development and lifelong development"(2011)The author conducted an experimental teaching research in Huabei Road Primary School in Shahekou District of Dalian in Liaoning Province. The author designed teaching activities and used multiple teaching strategies based on MI theory to testify the effect of MI theory used in English teaching. Two classes were chosen as research samples, Class1Grade4is chosen as experimental class and Class3as control class. The number of these two classes is34in experimental class and33in control class. Before the experiment, they have the similar English learning experience and English proficiency. In the experimental class, the author taught English based on MI theory and designed many activities to meet students’need. While the control class was taught by author with traditional method, the author didn’t consider students’intelligences profile. The experiment was conducted through instruments as interviews, questionnaires, classroom observations and tests. At the end of semester, the author analyzed results carefully and found that students in experimental class became more interested and active in English learning, and they did much better than students of control class in the post test. At last, the author come to the conclusion:English teaching in primary school based on MI theory has contributed significantly in arousing students’ interests and confidences towards English learning and improving students’ English achievement.