An Experimental Research Of Multiple Intelligence Theory In Junior English Verb Tenses Teaching

English verb tenses are an important part of English knowledge and they are difficult to teach.Because English verb tenses are varied,they are boring and difficult to learn as well.So far,many researches have been done on English verb tenses teaching and some achievements have been made.However,English verb tenses teaching in junior schools is deeply influenced by traditional teaching methods,such as mechanical repetition and lack of context support,so that students learn them passively.It is very difficult to improve the teaching effects.Inspired by Multiple Intelligence Theory by Howard Gardner,who was a psychological developmental scientist in the education research institute of Harvard University,the author applied Multiple Intelligence Theory to English verb tenses teaching in junior schools,and explored English verb tenses teaching method based on Multiple Intelligence Theory.This research mainly discussed the following three issues:First,what is the distribution of multiple intelligence in junior school students?Second,what is the current situation of students' English verb tenses learning in junior schools?Third,what influence may the application of Multiple Intelligence Theory have on the current situation of junior students' English verb tenses learning?The research lasted for about five months.The teaching subjects were 101 students from Class 7 and Class 8 of Grade 7.Class 8(48 students)is the experimental class(EC)and Class 7(53students)is the control class(CC).The research methods are questionnaire,test and interview.SPSS20.0 and EXCEL were used to analyze the collected data.The experimental results showed that English verb tenses teaching based on MIT in junior schools,which could obviously improve students' English verb tenses learning effects and change their English verb tenses learning status to some extent.Before the experiment,students both in experimental class and control class took the test,and the average score of the students in the control class was 75.19,while the average score of the students in the experimental class was 75.17,indicating that there was no significant difference in verb tenses learning between the two classes.After the teaching based on MIT,the average scores of the students in the control class was 73.77 and the average scores of the students in the experimental class was 79.08.This showed that students learned English verb tenses based on MIT teaching method,students' learning effects have been improved obviously.According to the findings,in order to improve students' English verb tenses learning effect,the author put forward some practical suggestions from the perspectives of teachers,students and schools.As for English teachers,(1)they should provide appropriate methods to stimulate students' strong intelligence.(2)They should guide students to develop their weak intelligence.For students,(1)they should believe that they can learn English verb tenses well.(2)They should take active part in English activities in or after-class.Regarding schools,(1)they need hold more English activities.(2)Multimedia-aided instructions should be installed in every classroom.(3)School leaders should provide more opportunities for teachers to develop their professional skills.