High School Geography Teaching Practice And Relfection Based On The Theory OfMultiple Intelligences

As international competition in advanced knowledge-based,information and global economy is fierce, the main powerful nations in the world havecome to a common understanding that they should reform their native elementaryeducation courses in some degrees and attach importance to students’ characters andcomprehensive qualities, making them develop fully and freely both in mind and body.American Professor in the1980’s firstly referred to multi-intelligence theory and hadmuch in common with this elementary education reform principle, which providespossible operating guidance and has a great influence in elementary education.With the help of some translators in China, the multi-intelligence theory and itsforeign practice efforts have been brought in, which attracted much attention by ourresearchers and some experienced teachers and has been in put into all kinds ofeducation practice. At present, this theory functions in two aspects: one is class teaching,the other is teaching assessment. However, there are two disadvantages in practice: oneis how to improve teachers own potentiality, the other is how to inspire differentstudents in the same class. For this, these theory research and quality educations areunder elementary stage.In terms of this, as an experienced teacher, supported by this theory research,relative interview and data, and based on high school geography course criterion andbooks published by People’s Education Press, the author discusses teaching methods todevelop multi-intelligence of different students in the same class and provides somestandardized advice for high school geography teachers, which makes teaching behaviorbetter and promote students all-around development.