Based On The Multiple Intelligences Theory Research Of Senior Chemistry Teaching Activities

A new round of curriculum reform is an important trend is "to make the students guided by teacher actively, rich individual character and creative learning, and achieve the fundamental shift of students learning style", advocating quality-oriented education, promotes the student individuality development and all-round development. But as a test of college entrance examination pressure. At present, high school chemistry teaching methods single and ignorance of the vivaciousness of students and the development of students’ personality, the sonic chemistry teaching, change single teaching methods is imminent. I began to think about:how to design the diversity of teaching to stimulate students’ interest in learning, as far as possible meet students various needs. Multiple intelligence theory, points out that everyone in different extent, with eight kinds of intelligence, and points out that the interpersonal differences lie in the different combination of eight kinds of intelligence, each smart through proper education can obtain a degree. The theory of multiple intelligences for us to know students provides a new field of vision, at the same time, it pointed out the new way for the students all-round development.Sign here, in the review of domestic and foreign scholars on the basis of the research on the theory of multiple intelligences, the author, from the perspective of the teaching activities, to explore the application of the theory of multiple intelligences in senior high school chemistry teaching. There are three:research the main problem(1) Based on the theory of multiple intelligences chemistry teaching activities can stimulate students’ interest in chemistry learning?(2) Based on the theory of multiple intelligences chemistry teaching activities can improve students score in chemistry?(3) Based on the theory of multiple intelligences chemistry teaching activities can promote Develops the student intelligence of weakness?This paper is an empirical study. Subjects is the entrance of an ordinary high school in Wuhan city in2012was A (3) and (5) A good class two parallel class105students, respectively is set to the experimental class and control class. Will be under the guidance of the theory of multiple intelligences teaching activities applied in the experimental classes, while the control class is still predominantly teachers teaching the traditional teaching, do not use multiple intelligence theory in teaching strategy. The teaching experiment lasted for one semester. First, has carried on the multiple intelligences to subjects of the questionnaire survey, the questionnaire refer to evaluate students’ multiple intelligence scale Armstrong. After the experiment, collecting the final exam grades in chemistry two class students, while in the experimental class were evaluated by questionnaire of diversified teaching. The author used SPSS software to the parameters in the statistical analysis of data processing, and combining with the experimental class students of chemistry classroom observation.Practice research of the relevant information and data results show that the multiple intelligence theory under the study of high school chemistry classroom teaching activities, not only can change the students’ learning, promote students weakness of intelligent development, and also can obviously increase students score in chemistry and chemical study interest, and help to cultivate high school students’ ability of autonomous and cooperative learning group.Thus, applying the theory of multiple intelligences in senior high school chemistry classroom teaching has certain positive role and practical significance.