The Application Research Of Multiple Intelligence Theory In Oral English Teaching In Junior Middle School

With the progress of the “Belt and Road” process and the further opening up of our country,English learning has become more and more important,and oral English is a very important and easily overlooked part of English teaching.This thesis is based on the theory of multiple intelligences.From the perspective of diversification of students' intelligence types,combined with the current situation and shortcomings of "teaching" and "learning" in junior middle school English speaking,this paper studies and analyzes how to apply the theory of multiple intelligences to oral English teaching in junior middle school.The aim is to provide an effective way for English teachers to improve the quality of oral English teaching,improve students 'oral English level,and promote the comprehensive development of students' English ability.The theory of multiple intelligences was proposed by Howard Gardner in the United States in 1983.The theory redefines intelligence and divides human intelligence into eight categories(linguistic intelligence,musical intelligence,logical-mathematical intelligence,physical motor intelligence,Spatial intelligence,interpersonal intelligence,self-knowledge,and natural intelligence),individual differences depend on his intelligence advantage and intelligent combination.In education,the theory emphasizes that teachers should pay attention to the different characteristics of students,use their superior intelligence to carry out diversified classroom teaching design,stimulate students' interest in learning,and promote the improvement of learning efficiency.This thesis focuses on the following two issues:1.How to design junior middle school oral English teaching based on multiple intelligence theory?2.Can the theory of multiple intelligences effectively improve junior high school students' interest in oral English and the level of oral English?The author summarizes and summarizes the research on multiple intelligence theory at home and abroad,and discusses how to apply multiple intelligence theory to junior middle school oral English teaching in combination with the current junior middle school oral English teaching status.Experiments were conducted using interviews,questionnaires and tests.The object of this study is students in two classes of eighth grade in a junior high school in Cangzhou,Hebei Province.(1)Class is an experimental class,and(2)Class is a control class.The experimental class uses the design and teaching methods of oral classroom under the guidance of multiple intelligence theory;the control class uses traditional oral teaching methods.The questionnaire survey method and interview method were used to investigate the oral English learning interest and current situation of the experimental class before and after the experimental experiment;and the oral English test of the experimental class and the control class were conducted twice before and after the teaching experiment.Finally,use SPSS 25.0 to compare and analyze the data before and after the teaching experiment.The research results show that the experimental class students' interest in oral English learning has obviously increased,and the accuracy,naturalness and fluency of oral English expression have improved significantly.Therefore,applying the theory of multiple intelligences in teaching,fully considering the students 'intelligence advantages and characteristics,mobilizing the students' multi-faceted intelligence,conducting diversified classroom design,improving students 'classroom participation,and effectively improving students' oral English learning interest and oral English.