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美国哈佛大学教授加德纳认为,人的智力并非像人们过去想象的那样,主要是由逻辑思维和语言能力构成的。他提出,人的智力可以分成至少8种类型,包括语言智力、数理逻辑智力、肢体运动智力、视觉空间智力、音乐智力、人际交往智力和自我认识智力,还有近几年才刚刚增加的自然认识智力。加德纳这种多元的、开放的、尊重实践效果的智力观有利于我们更全面和更深入地认识儿童的智力特征。根据多元智力理论,每一个人部具有不同的智力发展潜能,也能够在不同的方面突出表现。加德纳强调,每一个人都具有这8种智力,只不过每种智力在智力总和中所占的比重不同而已。所以,认识智力的多元性并不是为了方便教师对孩子们进行分类教育,而是为了借此来了解孩子们,分析他们的认知特点与需要,并从中找到教育他们的最佳切入点,在这个基础上引导全班孩子共同进步。认识到智力的多元性,会使教师对孩子更加包容,教学更加有针对性,也会使孩子从教师的包容和教导中获得更多的成功与自信。
Gardner, a professor at Harvard University in the United States, believes that human intelligence does not consist, as people have imagined in the past, of mainly logical thinking and language ability. He proposed that human intelligence can be divided into at least eight types, including linguistic intelligence, mathematical logic, limb movement, visual space intelligence, musical intelligence, interpersonal intelligence and self-awareness, as well as the natural increase in recent years Knowledge of intelligence. Gardner’s diverse, open and respectful practical concept of intelligence helps us understand children’s intelligence more fully and deeply. According to the theory of multiple intelligences, each ministry has different potentials for intellectual development and can also show its performance in different aspects. Gardner emphasizes that everyone has these eight kinds of intelligence, but each kind of intelligence in the total amount of intelligence in different proportions only. Therefore, understanding the diversity of intelligence is not for the convenience of teachers in classifying their children, but rather for understanding the children, analyzing their cognitive characteristics and needs, and finding the best starting point for educating them. Based on this guide the children of the class to progress together. Awareness of the diversity of intelligence will make teachers more inclusive of children, teaching more targeted, but also make the children from the teacher’s tolerance and guidance to get more success and confidence.