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Application of Multiple Intelligences Theory in Teaching English Reading to Art Students in Senior High School

Author: WangHuiJuan
Tutor: ZhangJingCai
School: Hebei Normal
Course: Subject Teaching
Keywords: Multiple Intelligences Theory interest cooperative learning ability Interactive Reading Model reading accuracy
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 58
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Abstract


This thesis, based on the characteristics of art students and their performances in reading comprehension, explores the ways to teach art students in reading comprehension under the guidance of Dr. Howard Gardner’s theory of Multiple Intelligences and Interactive Reading Model, and promotes the overall development of art students’intelligences by the interaction between the teacher and students, communication and cooperation among students and other methods.This thesis elaborates the background of using the theory of Multiple Intelligences and its significance for promoting art students’all-around development in our country, the concept of Multiple Intelligences, its nature, and Interactive Reading Model. At the same time, it also explores the possibility and necessity to enhance art students’reading ability by applying the theory of Multiple Intelligences and Interactive Reading Model. Based on some scholars and educators’research on the theory of Multiple Intelligences, the author puts forward the following reading teaching model to cultivate art students’awareness of learning and understanding background knowledge of the texts, to develop their reading skills, and thus to increase their interest and confidence in English learning and promote the overall development of art students’intelligences. The reading teaching model is:Stage 1: Art students in the experimental class are divided into different homogeneous or heterogeneous intelligence groups according to the questionnaire (the Multiple Intelligences Inventory for students). Through intelligence grouping, the teacher explores and makes full use of art students’strong intelligences to develop their weak ones.Stage 2: The teacher designs the preview outline of reading part based on homogeneous or heterogeneous intelligence grouping and gives the preview outline to each group ahead of time to preview the text and collect related information about the topic. By doing so, the teacher can arouse art students’interest and stimulate them to take part in reading activities.Stage 3: The teacher cultivates art student’intelligences and reading skills during reading process. In this stage, the teacher should encourage every student to take part in the class activities actively and pay attention to developing their cooperative ability.Stage 4: Post-reading part is the Multiple Intelligences assessment. Art students present the results of their learning and assess themselves from multiple angles. Then it is peer assessment and the teacher assessment. After class, the students finish their homework to strengthen their intelligences’development.From the analysis of the data in the experiment, the following conclusions have been drawn:(1) The Interactive Reading Model under the framework of the Multiple Intelligences Theory to art students’English reading teaching can inspire art students’reading interest and help them to gain confidence.(2) The Interactive Reading Model under the framework of the Multiple Intelligences Theory to art students’English reading teaching can cultivate art students’cooperative learning ability by intelligence grouping.(3) The Interactive Reading Model under the framework of the Multiple Intelligences Theory to art students’English reading teaching can improve art students’degree of reading accuracy and reading skills.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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