An Empirical Study On English Reading Teaching In Senior High School Under The Guidance Of Multiple Intelligence Theory

From the perspective of textbook design and curriculum assessment,reading accounts for a large proportion in senior high school English textbooks,and reading teaching is particularly important in senior high school English teaching.However,influenced by the traditional teaching ideology,many teachers still place vocabulary,grammar and language points at the critical position of reading teaching and ignore the training of students' reading strategies and abilities.The subjects of English learning and teaching are a group of students with different intelligence structures and individuality.Their interests in English learning,cognitive levels,learning foundations and learning styles are all different.Consequently,they vary tremendously in ability development.Therefore,how to effectively develop students' intelligence,stimulate their interests in English reading and improve their reading strategies and abilities is a question that every English teacher must consider in the new period.Multiple intelligence theory holds that each person has at least eight sorts of intelligences,and that every kind of intelligence performs differently in each individual.It emphasizes that teachers should respect each student's characteristics and pay attention to their individual differences,which is consistent with the basic concept of development in the Ordinary High School English Curriculum Standard(2017 Edition),which advocates “meeting each students' needs of development”.Based on a review of the development of multiple intelligence theory and its application in education at home and abroad,and a review of the current situation of English reading teaching in senior high school in China,the study elaborated the necessity and feasibility of applying multiple intelligence theory to guide English reading teaching in senior high school,took Grade One students' in one of the senior high schools of Southern Ningxia as subjects,and adopted questionnaires and experiments as instruments to find out how the teaching design based on multiple intelligence theoryand conventional teaching design have influence on the reading teaching in the experimental class and the control class,so as to verify the experimental effectiveness.The findings proved that English reading teaching guided by multiple intelligence theory can develop students' superior intelligence so as to make all intelligences of students coordinate and work together to inspire their English reading interests,develop their reading strategies and improve their reading abilities to achieve the purpose of improving the effect of English learning and teaching.