【作者】 林云鹏；

【导师】 黄光扬；

【作者基本信息】 福建师范大学 ， 教育学原理， 2002， 硕士

【摘要】 霍华德·加德纳的多元智力理论是近年来影响较大的关于智力发展的理论。它认为智力是在特定的文化背景或社会中，解决问题或制造产品的能力，每个人都有8种或9种智力。学校教育通过对多元智力潜能的开发，使每个人都达到人生最大的成功。小学生多元智力的发展要求智力观、学生观的变革，以及课程与教学的改革，要求实施个性化、多元化的学校教育，引入学徒制教学方式，让学生能够理解并学以致用。小学生多元智力发展有两种不同的方案：一是为了多元智力而教，通过各个学科的教学以及活动来发展某一种智力；一是透过多元智力而教，通过不同的多元智力渠道学习同一内容。相应的，其评估理念和评估方式也发生了巨大变化，强调智力为本的、多元化的评估，推行真实性评估、表现性评估、档案袋评估方式，以真正了解学生的长处和弱项，帮助学生，促进学生的发展。更多还原

【Abstract】 Multiple Intelligences Theory, which was raised by Howard Gardner, has become a very influential theory on intelligence recently. It believes that intelligence is an ability of solving problem and producing product in the context of a particular culture background or society. Each people have eight or nine kinds of intelligences. School education can help students obtain the greatest success in their lives by exploit the potentialities of multiple intelligences. The development of multiple intelligences of elementary school students requires the change of the views on intelligence and student, as well as the reformation of curriculum and teaching. It needs to carry out the personalized and multiple school education, and the apprenticeship model. It aims to make the students understand and apply what they learn in their living. There are two schemes for the development of multiple intelligences. One is teaching for multiple intelligences, that is developing a kind of intelligence through all disciplines teaching and activities. The other is teaching through multiple intelligences, that is learning the same content through different routes of multiple intelligences. Correspondently, the assessment idea and method should be changed greatly. It should emphasize the intelligence-based, multiple assessment. It pursues authentic assessment, performance assessment and portfolios assessment. These assessment methods can help and improve the students by finding out their strong points and weak points.更多还原