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1.1 Research Background研究背景
The National English Curriculum Standards (Experimental Version), issued in 2001, indicates that theobjectives of our education are “for the development of all students, for the full development of students,and for the personality development of students”. The Curriculum Standards emphasizes that the key pointof education reform is to end the traditional education method which over-stresses the transmission andexplanation of knowledge about grammar and vocabulary, and ignores the development of students’practical language use ability; it stresses that the education reform aims to establish a curriculum thatdevelops students’ comprehensive language competence, that arouses students’ learning interest, and isrelevant to their life experience and cognitive level, that involves students in experiential, participatory,practical and cooperative learning. The curriculum promotes quality education and the all-rounddevelopment of students; it requires that students’ should be provided with the opportunities to develop asindividuals, to strengthen the interest in learning English, to improve the cooperative, thinking andinvestigative abilities, to grow in self-discipline, perseverance and self-confidence, to develop the memory,imagination and creativity… So as to meet all these requirements above, multiple intelligences theory couldbe a good guideline.Dr. Howard Gardner, a distinguished American cognitive psychologist, put forward the multipleintelligences theory in his book Frames of Mind: The theory of multiple intelligences in 1983. He points outthat all human’s cognitive competence is not unitary but pluralistic, and that all the normal human beingspossess at least eight kinds of intelligences—verbal/linguistic intelligence, logical-mathematicalintelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonalintelligence, intrapersonal intelligence, and naturalist intelligence. Although each person may have all theeight intelligences, everyone has strong intelligences and weak intelligences and has a unique combinationof intelligences different from others. Gardner suggests that people are different from each other in theways of learning or experiencing things due to their diverse multiple intelligences’ combinations in mind,as he states “the multiple intelligences theory considers no man in the world is intelligence-free; instead,every person possesses a different intelligent combination which may result in his personal learning style”(1983).In traditional English classes, teachers’ talking time dominants the whole class and students are alwaysbusy with taking notes without opportunities of participation. Grammar and vocabulary areover-emphasized, while students’ ability to use language for real is neglected; let alone the development oftheir all-round ability. As a result, students’ potential strong intelligences are overlooked; they are not activeand enthusiastic enough in learning. This kind of teaching method brings down students’ interest andenthusiasm in learning knowledge. According to MI theory, all the eight kinds of intelligences have to befocused on during the process of teaching and learning. Besides, teachers have to recognize and respect thediversi本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。