Exploration Of Middle School Chinese Homework Under The Theory Of Multiple Intelligences

With the continuous deepening of curriculum reform and the return of educational development theory,homework has become the focus of attention for many researchers at home and abroad in today’s emphasis on moral education and talent cultivation.The implementation of the "double reduction" policy requires that traditional Chinese homework design urgently needs improvement,homework needs to be continuously optimized,and efforts should be made to implement the "Five Education" simultaneously.It is not limited to repeated practice and mechanical imitation of classroom teaching content,but should give students more attention and the possibility of individual development,recognize their differences,and achieve personalization and stratification in completing homework to improve students’ participation in self-directed learning.Combining the theory of multiple intelligences in the design,implementation,and evaluation of junior high school Chinese homework,relying on its connection with China’s educational philosophy,provides research perspectives and ideas for this aspect of research,and can also promote the deeper integration of the theory of multiple intelligences with China’s educational practice,making homework a bridge for communication inside and outside the classroom,in which students make significant progress and more targeted development.This study is based on the perspective of the "Multiple Intelligence Theory" and focuses on middle school Chinese homework.It is mainly divided into the following parts:The introduction mainly discusses the research background and significance,and analyzes relevant research from domestic and international perspectives,thus proposing research methods.Secondly,an overview of the theory of multiple intelligences and junior high school Chinese homework is provided.Based on its background and traditional connotations,the concept and types of the theory of multiple intelligences and junior high school Chinese homework are defined.Thirdly,combining theoretical analysis with practical experience,linking social background with relevant educational policies and documents,explore the feasibility and necessity of combining the theory of multiple intelligences with junior high school Chinese homework.Fourthly,with the help of survey questionnaires,case studies,and on-site interviews,we aim to understand the real situation of current Chinese homework assignments in junior high schools,and analyze and summarize the existing problems:lack of layering,neglect of individuality,narrow intelligence,low efficiency,mechanical repetition,large quantity and low quality,delayed evaluation,and solidified feedback.Fifth,propose practical principles for combining the theory of multiple intelligences with junior high school Chinese homework,including the principle of seeking truth from facts,the principle of controlling quantity and improving quality,the principle of coordination,and the principle of difference.At the same time,based on teaching practice and literature research,the design strategy for junior high school Chinese homework based on the theory of multiple intelligences is explored as follows: facing the differences in intelligence,using diverse forms to stimulate learning interest,emphasizing the situational nature of intelligence,creating an environment conducive to stimulating students’ Chinese potential,constructing a systematic system of intelligence,forming an organic combination of multiple intelligences and homework forms,utilizing the integration of intelligence,and achieving the optimal configuration of intelligence Emphasize the reflective nature of implementation,promote the continuous improvement of the entire homework process,pay attention to students’ grades,and choose appropriate forms and activities.Sixth,select three representative homework cases from the same type of text in three grades of junior high school,and analyze the success and shortcomings of the cases,in order to deepen the understanding of the combination of the two.Finally,conclusion and outlook.This study,based on actual investigations,identifies the problems in junior high school Chinese homework and elaborates on how to integrate the theory of multiple intelligences into junior high school Chinese homework.It attempts to construct a homework design,implementation,and evaluation system that is more conducive to students’ development,helping students achieve the improvement of subject literacy and comprehensive development in the process of completing homework.