Research On High School English School-based Curriculum Development Under The Theory Of Mulitple Intelligences

With the reform of national curriculum at high school, the single curriculum system comesto an end. National, local and school-based curriculums have been set up, which makes thecurriculum decision-making power reallocated. As one of the highlights in this reform,school-based curriculum is of great importance for carrying out this new curriculum system.School-based curriculum is the necessary complement of national curriculum, which will helpschools achieve their educating ideas and show their own special characteristics. Thedevelopment of school-based curriculum has a special effect on developing students’ hobbies,broadening their horizons and fulfill all-round development. Meanwhile, it also provides a newstage to promote teacher professional growth. Thus, the development of school-basedcurriculum is the inevitable trend and one of the important orientations of the present reform ofthe national curriculum at high school in our country.How can we develop the school-based curriculum? How does the school-based curriculumshow its unique characteristics in the development? Multiple intelligence theory put forward byGardner gives us some inspiration and guidance. While multiple intelligence theory is dynamicand developing, and also causes some argument, its explanation to intelligence is the same asthe orientation of the national curriculum reform in our country. Curriculum system under theguidance of multiple intelligence promote to design lessons according to students’ difference inintelligence and their own characters. In the process of developing school-based curriculum, wecan absorb the theory’s advanced idea and make the development more scientific.This thesis first introduces the research on multiple intelligence and the development ofschool-based curriculum both at home and abroad. Then it gives a general idea of thetheoretical basis of this thesis. After that, it proves the necessity of developing high schoolEnglish school-based curriculum under the guidance of multiple intelligence and its importanceon high school English teaching through experement and questionnaires.The experiment isconducted in High School Attached to Shandong Normal University, where the author works.The subjects of the experiment are students of Senior1who take up “Glimpse of WesternCulture” as their optional course, which is taught by the author of this thesis and students of Class2, Senior1, who don’t take up this course but also taught English by the same teacher.The former is experimental group and the latter is control group. This experiment lasted nearly6months. There are tests before and after the experiment. Besides, at the beginning and the endof the experiment, two questionnaires are carried out in order to know more about the necessityof setting up this optional course and students’ change on culture knowledge and cultureawareness.The experiment and the sucessful specific cases of this optional course proves thatdeveloping high school English school-based curriculum under the guidance of multipleintelligence is helpful to arousing students’ interest and activeness of learning English andcultivating their comprehensive ability to use English and their capability of autonomouslearning, which lay the foundation of life-long learning. It also shows that successful highschool English curriculum is a necessary complement and good extension of national requiredEnglish curriculum.