The Practice Of The Application Of Multi-intelligence Theory In High School Mathematics Teaching

Multi-intelligence Theory is the most influential educational psychological theory since the20th century. Based on this multi-intelligence theory, we adopt the study method of example, comparative analysis, factor analysis and comprehensive evaluation and carry out field study in the ways of interview, compiling teaching design, public classes and teaching introspection in order to find the best way to implement the multi-intelligence theory in high school mathematics teaching. This study reveals the following facts:1. Along with the further implementation of China’s new curriculum teaching theory, application of multi-intelligence in school education in impending.2. Guidance on students’ learning methods should vary with students’ intelligence tendency, levels of mastery of knowledge, genders and attitude toward study.3. Mathematics teaching in high school can be improved through the following ways:a. twinning activities can help students well-develop their interpersonal relationship through communications over study, b. Group work in mathematics teaching will help enrich students’ idea of expression and imagination, c. Students’ Introspection after class by sorting out the errors they have made can always help optimizing students’ problem-solving ability.This study sets up a model and suggests the feasibility of quality-oriented education practice in high school mathematics teaching. Such a multi-intelligence teaching theory of local feature, to some extend, realizes the ideal goal of teachers’adapting to every student and reflects the teachers-guiding and students-centered principle in teaching process.