Probing Bilingual Teaching In High-school International Programs:a Multiple-Intelligence Perspective

This paper applies multiple intelligences theory to analyzing multiple intelligences’ influence on high-school international programs (programs of cooperative education) in which bilingual teaching is carried out. The research is conducted against the background that internationalization of education and the globalization of curriculum have been greatly furthered in China; more international courses are created in Chinese high schools and more bilingual subjects are available, such as business, history, chemistry, mathematics, physics, biology, etc. It explores the bilingual teaching in the international education program in Fuzhou No.3High School so as to show how bilingual teaching for various courses of international programs will bring inspiration to Chinese education and how this special education will help the high school education in China to meet the international demands and to compete in international arena. It is found that in the teaching process guided by multiple intelligences theory, every student can show his or her cleverness in some way in the process; students have much flexibility and are more likely to develop happily one of their strengths, such as mathematical logic, wording or music talent.