Application Of Multiple Intelligences Theory In Chemistry Teaching

The high school chemistry curriculum standards (trial version) was enacted, to the traditional middle school teaching philosophy brought no small impact. Traditional exam-oriented education can not get the all-round development, so that learners smart only be evaluated learners’ academic achievement is good or bad, which seriously hampered the overall development of students. The famous educator Gardner:human intelligence is a pluralistic development, everyone at least eight intelligences logic-mathematical Intelligence, visual-spatial intelligence. Gardner’s theory of multiple intelligences, most people can find their own strengths. He was opposed to the smart as everyone has the idea of general ability. He pointed out the limitations of the traditional philosophy of education, the traditional teaching fails to promote students the smart too full development, traditional teaching focus on mathematical logic, the learning effect evaluation depends on the exam is over a single as well as the traditional mode of teaching too much emphasis on teachers in the teaching process the leading role, did not reflect the dominant position of learners in the teaching process. Students just keep listening to the teacher talking about the knowledge that he did not fully involved, would discourage students’enthusiasm in the long run, not to mention a fun learning is not conducive to a student’s mastery learning method. Multiple intelligences theory put forward had a significant impact in the education sector, have gradually become the hot topic of the field of education. In China, the application of the theory of multiple intelligences in teaching has made certain achievements, the point of view of many educators in the theory of multiple intelligences also widely recognized by society and parents. I chose the theory of multiple intelligences school chemistry teaching as a subject, a very important practical significance, chemistry teachers in the classroom teaching should be noted that as much as possible the creation of some chemical problem situations fully to students variety of smart mobilize and inspire students to learn actively promote the learning of the students’ knowledge of chemistry. It also provides a basis for future exploration of the chemistry classroom teaching. In the teaching process, teachers should pay attention to the cultivation of the eight kinds of smart learners. And to Note after learning evaluation system, a variety of smart-round development of every learner.