The High School English Homework Design Based On The Theory Of Multiple Intelligences

High school English homework is not paid much attention to by High school English teachers and the homework lacks scientific and effective theoretical guidance. The objective of English homework design is often test-oriented. The English homework design seriously neglects the development of students’ multiple intelligences and comprehensive language competence. The content of English homework design lacks interest, which increases the learning burden and pressure to the students and makes students lose interest in learning English. Therefore, under the background of the new curriculum reform and according to the Ordinary High School English Curriculum Standards(experiment draft), how to design the English homework in senior high school based on the theory of multiple intelligences is the research problem. The author adopts a questionnaire method to get the current problems of High school English homework, and then based on the multiple intelligence theory and from the English homework goal and content in senior high school, the author uses the methods of scientific research experimental method, classroom observation method, the interview method to do the experiment, so as to cope with the problems of the current high school English homework design and develop students’ multiple intelligences, comprehensive language competence and promote students’ all-round development.The author chooses the representative Dazu High School to do the experiment for nearly 3 months, which has intermediate teaching level among these high schools in Chongqing.And the author chooses senior one students in 2 classes as experimental objects, Class 2 as the experimental class and Class 4 as the control class, whose overall English level is the same. Before the experiment, the same English test experiment has been carried on t to two classes. The experimental method is used in the 2 classes. In the experimental class, the high school English homework with multiple objectives, interesting content is designed. In the control class, the author still adopts the traditional exam-oriented centered on high school English homework design experiment. During this experiment, the author adopts the classroom observation method to record all the students’ different performance. After the experiment, another same English test experiment is conducted to two classes. The totally different results of the experiment prove that the High School English homework design based on the theory of multiple intelligences can cultivate students’ comprehensive language competence, promote the all-round development of the students. Finally, the author uses the interview method to know the result of this experiment which further supports and proves that this experiment is scientific, efficient and persuasive.Therefore, in the process of English homework design, senior high school English teachers should adhere to the principles of homework design, namely the homework of multiple objectives and the content of interest. Homework objectives should be paid much attention to the development of high school students’ multiple intelligences and the development of students’ comprehensive language competence. The single test-oriented homework goal should be strongly opposed. Homework content should be interesting and attach to student’s real life to attract students. The dull stereotyped homework content should be against. If so, these students’ multiple intelligences and comprehensive language competence can be cultivated and developed better.