| Grammar is one of the three elements of language and the basis of language system cognition,which can better improve the accuracy of language communication and deepen the depth of reading comprehension.The English Curriculum Standards for General Senior High Schools requires English teachers to adopt effective methods to teach subjunctive mood.Therefore,subjunctive mood plays an important role in English grammar teaching in senior high school.The theory of Multiple Intelligences proposed by Howard Gardner coincides with the requirements of the curriculum standards.Through research and literature reading,the author discovered that there are various issues with teaching subjunctive mood and using the theory of Multiple Intelligences.On the one hand,the current subjunctive mood is not given much attention in high school English classrooms,resulting in the phenomenon that most students becoming perfunctory and averse to the subjunctive mood.On the other hand,there are not many effective teaching cases of applying it to high school English grammar.At the same time,the traditional teaching methods in China are mostly testoriented,which tends to ignore students’ ability to use grammar in real situations.The purpose of this study is to explore the potential relationship between the teaching model under the theory of Multiple Intelligences and English subjunctive mood learning in Senior High School from the aspects of students’ interest and level.The research questions are:(1)To what extent does the teaching under theory of MI influence students’ interest in learning subjunctive mood?(2)To what extent does the teaching under theory of MI influence students’ learning level of subjunctive mood?The research is based on the theory of Multiple Intelligences.The main methods adopted in the research process are questionnaires,interviews,tests and classroom experiment.In this study,100 students in two classes of Grade 2 in a Senior High School in Fuyang City,Anhui Province are selected as the participants.The experiment lasts for one month,with the experimental class adopting subjunctive mood teaching under the guidance of the theory of Multiple Intelligences,while the control class adopting traditional teaching mode.The research tools are questionnaires,high school English subjunctive mood test papers,and interviews,and the data analysis tools are Cite Space and SPSS26.0.Before the experiment,the author first investigated students’ current interest in learning subjunctive mood,their recognition of its importance,effectiveness,classroom teaching strategies,and their success with learning motivation,and summarized the issues with teaching the subjunctive mood.In order to use targeted teaching and instructional design strategies,the author concurrently looked into and evaluated the students’ multiple intelligence profiles.During the experiment,the teacher rearranged the distribution of seats according to students’ different intelligence tendencies,collected relevant teaching materials and designed the teaching plans according to the selected teaching contents,then used various forms of teaching activities related to each intelligence to teach.Also,at the end of the experiment,students are given postexperiment surveys,subjunctive mood post-tests,delayed tests,and interviews with a sample of six students from the experimental class.According to the experimental findings,students in the experimental class had a substantially more significant interest in studying English’s subjunctive mood,and they also scored significantly higher on the tests than students in the control group.The results show that classroom teaching of senior high school English subjunctive mood based on the theory of Multiple Intelligences could effectively improve students’ interest in learning grammar,increase their awareness of the importance of subjunctive mood.The teaching effect is obvious,and students’ academic performance is significantly improved. |
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