摘要多元智能理论.docx

摘要多元智能理论.docx

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摘要多元智能理论

摘要：

多元智能理论认为，人的智能是多元的，不同人的聪明才智表现在不同的方面，大部分人只能在部分智能上表现出优越的能力。

我们把个体的这部分优越的智能，叫做强势智能。

学校教育的目的就是在发展学生的各种智能的同时，有针对性地发展学生的强势智能，促进个体的最优化发展。

适合个体的校本课程开发是促进学生强势智能发展的有效途径。

根据学校在理科和体育艺术教学上的优势，我们确定了以开发“理科强势智能类”和“艺术特长类”套餐课程为主，采用以点带面，逐步辐射完善的校本课程开发研究。

其思路是将课程内容和学校特色（理科强势、体艺强势）相结合，设置可供学生自主选择，能让其充分学习的具有鲜明个性特色的“套餐式”课程体系。

二年多来，通过教师对校本课程的开发、实践、反思、调整，并合理地采用“小班化与个别化”教学策略、选择性发展策略、学分制评价策略等，在促进学生“强势智能”发展的“套餐式”校本课程开发方面取得了不少成绩，使学生在感悟、领悟、体验中获取新知，体现出学习的灵活性和开放性，体现了学习的个性化，使学校成了学生们学习的真正乐园，促进了学生良好学习心态的形成，促进了学生强势智能的发展，促进了学生个性的张扬。

同时也改变了长期以来教师完全执行指令性的课程计划，工作方式过于依赖和被动服从，对课程的独立判断和开发积极性、创造性逐渐萎缩的现象，有利于教师课程开发能力的提高，有利于教师知识结构的不断优化，促进了教师的专业发展。

gardner'smultipleintelligences-principlesandinterpretation

HowardGardnerassertscertainprinciplesrelatingtohismultipleintelligencetheory,whichareexplainedandinterpretedhere,alongwithimplicationsandexamples:

Themultipleintelligencestheoryrepresented/representsadefinitionofhumannature,fromacognitiveperspective,ie.,howweperceive;howweareawareofthings.

Thisprovidesabsolutelypivotalandinescapableindicationastopeople'spreferredlearningstyles,aswellastheirbehaviouralandworkingstyles,andtheirnaturalstrengths.Thetypesofintelligencethatapersonpossesses（Gardnersuggestsmostofusarestronginthreetypes）indicatesnotonlyapersonscapabilities,butalsothemannerormethodinwhichtheyprefertolearnanddeveloptheirstrengths-andalsotodeveloptheirweaknesses.

Soforexample:

∙Apersonwhoisstrongmusicallyandweaknumericallywillbemorelikelytodevelopnumericalandlogicalskillsthroughmusic,andnotbybeingbombardedbynumbersalone.

∙Apersonwhoisweakspatiallyandstrongnumerically,willbemorelikelytodevelopspatialabilityifitisexplainedanddevelopedbyusingnumbersandlogic,andnotbyaskingthemtopackasuitcaseinfrontofanaudience.

∙Apersonwhoisweakbodilyandphysicallyandstrongnumericallymightbestbeencouragedtoincreasetheirphysicalactivitybyencouragingthemtolearnaboutthemathematicalandscientificrelationshipsbetweenexercise,dietandhealth,ratherthanforcingthemtoboxorplayrugby.

Thepressureofpossiblefailureandbeingforcedtoactandthinkunnaturally,haveasignificantnegativeinfluenceonlearningeffectiveness.Happyrelaxedpeoplelearnmorereadilythanunhappystressfulpeople.

Aperson'sstrengthisalsoalearningchannel.Aperson'sweaknessisnotagreatlearningchannel.Simplehuh?

Whenyouaddinwhatweknowaboutpersonalbeliefandconfidenceitallbeginstomakeevenmoresense.Developpeoplethroughtheirstrengthsandwenotonlystimulatetheirdevelopment-wealsomakethemhappy（becauseeveryoneenjoysworkingintheirstrengthareas）-andwealsogrowtheirconfidenceandlifttheirbelief（becausetheyseetheyaredoingwell,andtheygettoldtheyaredoingwelltoo）.

Developingaperson'sstrengthswillincreasetheirresponsetothelearningexperience,whichhelpsthemtodeveloptheirweaknessesaswellastheirstrengths.

Havingillustratedthatsensibleuseofaperson'snaturalstrengthsandtypesofintelligenceisagoodthingit'simportanttopointoutthatintelligenceinitselfisnotameasureofgoodorbad,norofhappyorsad.

Thedifferentintelligences-inGardner'scontext（andnormallyinmostotherinterpretationsanddefinitionsoftheterm）-arenotameasureorreflectionofemotiontype.Intelligencesareemotionallyneutral.Notypeofintelligenceisinitselfanexpressionofhappinessorsadness;noranexpressionoffeelinggoodorgoodorbad.

Inthesameway,themultipleintelligencesaremorallyneutraltoo.Notypeofintelligenceisintrinsicallyrightorwrong.Inotherwordsintelligencesareamoral,thatis,neithermoralnorimmoral-irrespectiveofaperson'sblendofintelligences.

Intelligencesareseparatetothegoodorbadpurposestowhichpeopleapplywhateverintelligencestheypossessanduse.Intelligencesarenotinthemselvesgoodorbad.

Thetypesofintelligencesthatapersonpossessesareinthemselvesnoindicationorreflection-whatsoever-ofwhetherthepersonisgoodorbad;happyorsad,rightorwrong.

Peoplepossessasetofintelligences-notjustonetypeandlevelofintelligence.ThiswasaprimarydriverofGardner'sthinking;thefact,orassertion,thatintelligenceisnotasinglescalableaspectofaperson'sstyleandcapability.Historically,andamazinglyaperceptionthatstillpersistsamongmanypeopleandinstitutionsandsystemstoday,intelligencewas/isthoughttobemeasurableonasinglescale:

apersoncouldbejudged-supposedly-tohaveahighorloworaverageintelligence;orapersonwouldbeconsidered'intelligentor'unintelligent'.Gardenerhasdemonstratedthatthisnotionisridiculous.

Intelligenceisamixtureofseveralabilities（Gardnerexplainssevenintelligences,andalludestoothers）thatareallofgreatvalueinlife.Butnobody'sgoodatthemall.Inlifeweneedpeoplewhocollectivelyaregoodatdifferentthings.Awell-balancedworld,andwell-balancedorganisationsandteams,arenecessarilycomprisedofpeoplewhopossessdifferentmixturesofintelligences.Thisgivesthegroupafullercollectivecapabilitythanagroupofidenticallyablespecialists.

Incrediblymanyschools,teachers,andentireeducationsystems,persistintheviewthatachildiseitherintelligentornot,andmoreoverthatthe'intelligent'kidsare'good'andthe'unintelligent'kidsare'bad'.Worsestillmanychildrengrowupbeingtoldthattheyarenotintelligentandarethereforenotofgreatworth;（the"you'llneveramounttoanything"syndromeiseverywhere）.

Schoolsaren'ttheonlyorganisationswhich,despiteallthatGardnerhastaughtus,commonlystillapplytheirowncriteria（forexampleIQ-'IntelligenceQuotient'-tests）tojudge'intelligence',andthenlabelthecandidateeitherworthyornot.Adultpeopleinworkinorganisationsandbusinessareroutinelyjudgedbyinappropriatecriteria,andthenwrittenoffasbeingworthlessbytheemployer.Thistypeoffaultyassessmentiscommonduringrecruitment,ongoingmanagement,andmattersofcareerdevelopmentandperformancereview.

Thefactisthatweareallintelligentindifferentways.

Themostbrilliantscientificprofessormaywellhaveexceptionalintelligenceinanumberofareas（probablyLogical-Mathematical,andoneortwoothers）butwillalsobelessableinotherintelligences,andcouldwellbeineptinsome.

Bythesametokenapersonwhostruggleswithlanguageandnumbersmighteasilybeanexcellentsportsman,ormusician,orartist.

Ahopelessacademic,whoistone-deafandcan'taddup,couldeasilypossessremarkableinterpersonalskills.

Manyverysuccessfulbusiness-peoplewerejudgedtobefailuresatschool.Theywereofcoursejudgedaccordingtoaverynarrowdefinitionofwhatconstitutesintelligence.

Manyverysuccessfulandfulfilledpeopleinlifewerealsojudgedtobefailuresatschool-brilliantscientists,leaders,writers,entertainers,sports-people,soldiers,humanitarians,healers,religiousandpoliticalleaders-allsortsofhappy,fulfilledremarkablepeople-theytoowerejudgedaccordingtoaverynarrowdefinitionofwhatconstitutesintelligence.

Eachoneofushasauniqueanddifferentmixofintelligencetypes,andcommonlythepeoplewiththeleast'conventional'intelligence（asmeasuredusingold-fashionednarrowcriteria）,actuallypossessenormoustalent-oftenunder-valued,unknownandunder-developed.

Gardner,andothersofcourse,pointedoutthatmanagingpeopleandorganisingauniquemixtureofintelligencetypesisahugelychallengingaffair.

Itstartshoweverwiththerecognitionthatpeoplehaveabilitiesandpotentialthatextendfarbeyondtraditionalmethodsofassessment,andactuallyfarbeyondGardner'ssevenintelligences,whichafterallareonlyastartingpoint.

Gardnerwasoneofthefirsttoteachusthatweshouldnotjudgeanddeveloppeople（especiallychildren,youngpeople,andpeopleatthebeginningsoftheircareers）accordingtoanarbitraryandnarrowdefinitionofintelligence.Wemustinsteadrediscoverandpromotethevastrangeofcapabilitiesthathaveavalueinlifeandorganisations,andthensetaboutvaluingpeopleforwhotheyare,whattheycanbe,andhelpingthemtogrowandfulfiltheirpotential.

otherintelligencesandmodels

Gardnersaidfromthebeginningthattherecouldbeadditionalintelligencesworthyofinclusionwithinthemodel,andIcertainlyagree.NotablyGardnerdiscussedNaturalistIntelligence（perceptionofandrelationshipwiththenaturalenvironment）;SpiritualorExistentialIntelligence（aswouldconcernone'srelationshipwiththeuniverseorGod,dependingonone'spersonalphilosophy）;andMoralIntelligence（one'srelationshipwithotherlivingthingsandtheirwell-being）.

Thusthemodelisextendabletomodernideasbeyondthoselistedinthesevenbasicintelligences.Asalreadydiscussed,definingadditionalintelligencesisnoteasy.Buttheydoexist,andpeopledopossesscapabilities,potentialandvaluesfarbeyondthesevenoriginal'multipleintelligences'.

Gardnerknew-aswecannowsee-thathismultipleintelligencestheoryleftsomeroomtogrow,however,whilesomanyarestillstuckonIQandthe'ThreeR's'（thehackneyed'ReadingWritingandArithmetic'-Iaskyou-howcansomanybuyintoaframeworkthathassoeffortlesslyassumedsucharidiculousdescription?

...）,thesevenintelligencesareabloodygoodfirststeptowardsvaluinganddevelopingpeopleinamorecompassionateandconstructiveway.

IffirstweconcentrateonencouragingschoolsandindustrytothinkbeyondIQandthebleedingthreeR's-thenperhapssoo