The Empirical Research Of Multiple Intelligences And The Thinking Of Curriculum Evaluation In Middle School Physics

Curriculum evaluation is a policy decision which checks whether the objectives, development and implementation of the course have achieve the aim of education and what extent of the education degree it can realize. What’s more, it determines the effect of curriculum decision as well as makes some improvements according to that effect. With the gradual implementation of the new curriculum reform for high school physics, all sectors of society pay more and more attention to the curriculum evaluation of middle school physics. However, the traditional curriculum evaluation theory is no longer suitable for the modern curriculum concepts. Based on the theory of multiple intelligence, this paper finds that multiple intelligence of present students has the following characteristics through the survey on students’ multiple intelligence:i) intelligence strength and weakness differ from male and female students respectively; ii) for most classes and grades in different levels, there is no difference in intelligence; and iii) each student has his/her own mental strength and combination. With these characteristics as empirical bases, this paper proposes the following recommendations:great importance should be attached to the diversification of students’ personalities and evaluation patterns during physics curriculum evaluation. Meanwhile, based on the portfolio assessment, combining the concrete cases, it is necessary to propose methods and thoughts for effective implementation of curriculum evaluation for middle school physics.