| MI (Multiple Intelligences) theory has received a considerable attention among educators and scholars since it was put forward by Howard Gardner, a distinguished professor in Harvard University. This theory stresses students’individual differences and calls for their comprehensive development. Therefore, it is of great significance both for solving problems in teaching and for achieving the goal of quality-oriented education. This thesis focuses on how to apply MI theory to activity design in the teaching of English reading in junior middle schools.Firstly, on the basis of the literature review, this study clarifies the MI theory at length. Secondly, by synthesizing the empirical methods of the questionnaire, classroom observation and teacher interview, this study investigates the eight intelligences of target students and finds out the problems existing in the teaching of English reading. Based on the analysis of students’intelligences and the situations of students’reading, this study explores the concrete way to group students according to their intelligences and their reading abilities. Every member has intelligences he is good at. Thus, teachers can take advantage of intelligences students are capable of and make the members help each other to improve intelligences they are weak at.On the basis of the empirical study and MI theory, this study intends to provide teachers with a model of applying MI theory to English teaching in the junior middle school. This model consists of the principles, strategies, procedure of the application and the activity design of the teaching of English reading. Moreover, based on7A,7B and8A Oxford English textbook(Jiangsu Edition), this study puts forward many concrete and practical examples which display the detailed information on the application of MI theory to the activity design in teaching of English reading in junior middle schools. The results find that this method can improve the students’interest and ability in English reading. |
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