The Research On The Application Of Multiple Intelligences Theory In High School Chemical Concept Teaching

Professor Gardner proposed multiple intelligence theory in 1983. Through a long period of development and improvement, this theory has also brought its inspiration and reflection to China’s education reform. The objective of this thesis mainly researches how to apply the multiple intelligence theory to chemical concept teaching. At first, the status of chemical concept teaching and the connotation of the theory of multiple intelligences are analysed, next the the students’ learning situation of chemical concept and distribution of the students’ multiple intelligences are investigated Then the teaching mode and relevant strategies for the chemical concept teaching.strategies are explored. Finally the cases of chemical concept teaching, taking the concepts in high school chemistry(compulsory courses I, people’s education press) as a sample, are designed and applied them to the teaching practices.Specific studies are as follows:(1)Investigate chemical concept learning situation of students through questionnaire. The survey includes students’ interest and attitudes, learning methods, understanding of chemical concept, the feedback of chemical concept learning and expectations of teachers employed.(2)Investigate the distribution of students’ multiple intelligences at this stage, and compare to the senior high school and general high school students’ multiple intelligences status as well as girls and boys.(3)Propose the teaching mode of chemical concept teaching, including the creation of scenarios, statement of problem; group cooperation, explore learning; summary and reflection. Propose the teaching strategies of chemical concept teaching, including concept map, experiment exploring strategy, analogy reflection strategy and design the chemical concept teaching cases.(4)Apply teaching cases of chemical concept to practice, explore the influences of the status of students’ multiple intelligences, academic and students’ interest and attitudes towards to chemical learning.Conclusions are as follows:(1)The interest of students in learning chemical concept needs to be improved, most students’ learning attitude is good but learning method is wrong. Students are not aware of the importance and status of chemical concepts and they can not understand chemical concepts well.What’s more, students also expect teachers applying experiment explore and the use of multimedia in teaching chemical concept.(2)Students’ introspective intelligence, interpersonal intelligence, naturalist intelligence, spatial intelligence and visual rhythm of the music is relatively good, but kinesthetic intelligence and body intelligence is relatively weak and mathematical logic intelligence is in the middle level. Boys and girls have significant differences in introspective intelligence, bodily kinesthetic intelligence, language verbal intelligence, mathematical logic intelligence and visual-spatial intelligence. The students of the senior high school and general high school have significant differences in interpersonal intelligence, language verbal intelligence and mathematical logic intelligence.(3)Through teaching practice, we found that the chemical concept teaching cases under the guidance of the theory of multiple intelligences can help to improve students’ interest and attitude in chemical learning, to a certain extent, it also can improve students’ achievement and improve students’ interpersonal intelligence and verbal language intelligence.