作为一个学校的管理者,应 明确学校不仅是培养学生的地 方,也是教师获得发展的舞台。管 理者与教师一同谋求一个学习的 氛围,并使这个学习过程在一个 开放的、善于接受的环境中进行。 在这里加德纳的“多元智能理 论”对于教师的个体培养同样具 有指导意义。我们在倡导教师对 学生实施多元智能发展的同时, 也应当明确学校需要具有多元智 能发展的教师,我们需要培养能 够转化多元智能理论技术的教 师,由此要分析、发展教师本身所 具有的智能类型,并采取相应的 措施培养他们具有更全面的智能 体系,并在教学中帮助学生挖掘 潜能,实现课改的最终目标—— 人的最终发展。 As a school administrator, it should be clear that schools are not only a place where students are trained, but also a stage where teachers can develop. Managers and teachers seek a learning atmosphere and make the learning process in an open, receptive environment. Here Gardner’s “theory of multiple intelligence” is also instructive for the individual training of teachers. While advocating teachers’ implementation of multiple intelligences for students, we should also make it clear that schools need teachers with multiple intelligences to develop. We need to train teachers who can transform the theory of multiple intelligences so as to analyze and develop the types of intelligence that teachers themselves have , And take corresponding measures to train them to have a more comprehensive intelligent system, and help them tap potential in teaching to achieve the ultimate goal of curriculum reform - the ultimate development of human beings.