Study On The Practice Of Multiple Intelligences Authentic Assessment Method In Primary Schools

IQ assessment has been unable to meet the higher needs of the times,and diverse assessments reform,which can promote the all-round development of students,meet the needs of today's society and conform to the trend of the times.More than two thousand years ago,Confucius put forward "teaching students in accordance with their aptitude";one hundred and twenty years ago,Dewey put forward the "children's centered education";thirty-three years ago,Gardner proposed "multiple intelligences theory".For more than 30 years,the theoretical research books related to "multiple intelligences" at home and abroad are vast,but the research on the practical application level is very scarce.And it has been the study focus that researchers design a set of practical multi-intelligence assessment method to help teachers understand the students' intelligent strengths and weaknesses,and to provide teachers with the basis of teaching and reference.Therefore,the main purpose of this study is to explore the application of multiple intelligences authentic assessment in primary schools,including its framework,the practice and the corresponding feedback form.The main method is a combination of literature and practical research,the latter of which takes School B in Shenzhen as a case.First of all,after reading the relevant literature and the existing domestic and foreign research results,the author initially identified the activities and activities of the assessment program,which includes the group comprehensive evaluation activities and individual independent evaluation activities.Then,based on the first draft of the program and the corresponding adjustment,the author determined the final program of activities.Finally,based on the collection and collation of students' assessment data,the author explored the specific form of feedback and teaching applications.After test and adjustment of the scheme,as well as the smooth implementation and follow-up in three experimental classes of School B,this paper draws the following conclusions: a)the multi-intelligence veracity evaluation scheme designed in this paper is practical and worthy of further improvement and promotion;the design process includes three basic principles of life,differentiation and standardization.The designprocess includes screening the contents of the activities,determining the evaluation gauges and making the operation manual.The feedback of the evaluation results includes the overall distribution of the class and the student's individual radar map and its training suggestions;b)this study has three positive effects on the school: a comprehensive and objective student awareness,a more diverse approach to teaching and a more targeted community choice.In addition,this study provides three suggestions respectively for teachers,schools as well as future researchers and reflects on the existing problems.