Exploration And Practice Of Integrating Multiple Intelligence Theory In Junior High School Mathematics Teaching ——Takes The Human Version "One Function" As An Example

The traditional intelligence theory advocates that intelligence is single and constant,while the theory of multiple intelligence proposed by Dr.Howard Gardner improves people's wrong cognition of traditional intelligence.The view of multiple intelligences is that everyone has the ability to solve problems and deliver results,but these abilities are completely different and independent.In its theory,the curriculum view of teaching students in accordance with their aptitude,the evaluation view of methods and diversified subjects,and the intelligence concept of multi-factor interaction are all consistent with the concept of quality education in China.In recent years,the theory of multiple intelligence and constructivism learning theory together become the guiding ideology of China's new curriculum reform,in the field of teaching practice also get the attention of primary and secondary school principals,teachers and other educators and recognition,they actively try in education teaching using the theory of multiple intelligence,and fruitful.But the current theory of multiple intelligence in junior high school mathematics teaching exploration and practice,so intelligence theory into junior high school mathematics teaching,not only can increase the influence of intelligence theory in the field of education,can also improve the classroom teaching quality to a new level,promote the development of teachers' teaching and professional knowledge,students active and sustainable development.First of all,the research background,research objectives,value and research thinking will be included in this paper.By consulting literature and data,the research status of multiple intelligence theory is summarized at China and foreign countries,and briefly the content of multiple intelligence theory is explained.Secondly,based on the theory of multiple intelligences,taking junior high school students as the research object,8 kinds of intelligence were selected for the questionnaire survey.To understand the current situation of junior high school students in mathematics learning,we finally come to the conclusion that although each student has 8 kinds of intelligence,there are individual differences.Junior high school students in language intelligence(expression),music intelligence(aesthetic ability),interpersonal intelligence(communication ability)highlights the advantages,and logical mathematical intelligence(reasoning),physical intelligence(hands-on ability),self-cognitive intelligence(reflection)need to be strengthened in teaching.If multiple intelligences are integrated into the later teaching,it can promote the optimal development of every student in mathematics.Finally,according to the survey results,the teaching design of penetrating 8 kinds of intelligence into the "primary function" is specifically designed specifically.Through practice,it is proved that the teaching design of integrating multiple intelligence theory can not only improve students 'mathematical performance to a certain extent,but also realize students' lifelong development and sustainable development.