An Empirical Research On English Writing Teaching In Junior Middle School Based On Visual-spatial Intelligence

Visual-spatial intelligence is one part of the theory of multiple intelligences,which provides a theoretical basis for the development of English writing teaching in junior middle school.The research intends to investigate the effectiveness and feasibility of English writing teaching based on visual-spatial intelligence in junior middle school.This thesis answers mainly two questions:(1)Can the English writing teaching based on visual-spatial intelligence improve students’ writing scores?(2)From the hierarchy of organizational structure,the richness of writing content,the correctness of syntactic structure and the rationality of lexical collocation in English writing,what aspects of scores are deeply affected by visual-spatial intelligence? The author selects two parallel classes in junior middle school as subjects,mainly adopts the questionnaire,the experiment and the interview,carries out the statistical analysis of related data through SPSS20.0,and discusses in accordance with the results.The experimental data show that:(1)English writing teaching based on visual-spatial intelligence improves students’ writing scores;(2)Visual-spatial intelligence has greater influence on the writing scores both the hierarchy of organizational structure and the richness of writing content.The results show that English writing teaching based on visual-spatial intelligence is effective and feasible.Based on the above analysis,the author puts forward the following suggestions for English teaching:teachers can try to teach English reading based on visual-spatial intelligence,give full play to the positive role of visual-spatial intelligence in English.