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1、1In chemistry teaching students to explore four kinds of intelligenceMultiple intelligences theory is that the nature of the intelligence, the intelligence is “in a certain socio-cultural context, the individual to solve the real problems they face and the production and the creation of a community
2、needs an effective product capability.” On the intelligence structure, the intelligence is not a particular power or ability to focus on a particular integration of several capabilities, but is relatively independent of each other equal eight kinds of intelligence, that is verbal - linguistic intell
3、igence, musical - rhythmic intelligence, logic - mathematical intelligence, visual - spatial intelligence, bodily - kinesthetic intelligence, self-knowledge self-reflection intelligence, interpersonal intelligence and naturalist intelligence. Subsequently, to the theory represented by a series of We
4、stern education ideas circulated widely in Chinas 2education, to update our educational philosophy and teaching the arts has played a positive role in improving, but specifically to how the theory with the combination of teaching discipline, but it requires careful study, not every discipline can be
5、 exhaustive, and different disciplines of this training is eight kinds of intelligence have focused. The new curriculum standards and multiple intelligences theory, the purpose and requirements of the point of view, there are many similarities between the two, the former stressing “knowledge and ski
6、lls”, “capacity and methods”, “emotion and attitude,” three students; the latter is also the focus on development of various multi-angle intelligence. I passed this year in chemistry teaching has been studied the association between the two, feeling in chemistry teaching students the following four
7、kinds of intelligence is there is much to do to. 31, Speech - Language Intelligence Training Language intelligence is that people grasp and flexibility in the use of language ability. Chemistry in the language of intelligent development objective is reflected in: a clear chemical meaning of the term
8、; language proficiency in chemistry; accurately the proper application of chemical language, for the effective development of other smart preparation. Culture methods are: 1. Listen to stories, telling stories. Combined with chemical materials in some well-known chemists life and 4some of the unhear
9、d-of scientific invention an episode teachers can guide students compiled an interesting little story to the story in the form of stored knowledge are easier to remember, listening to the story the students can develop the process of imagination, to stimulate student interest in language arts, stude
10、nts focus attention, to enhance effective listening, reading and hands-on writing skills, this approach is to make learning to become a literary sense of the most basic way. 2. Office of Chemical tabloid or a chemical blackboard. Such activities with a certain amount of creative ability and artistic
11、 talent is a comprehensive performance to show the students the most personal thoughts and personality. Of the process, we need to publish the newsletter editing, illustration, layout, writing short humorous little articles, poems, etc., therefore, be able to train and develop students in the langua
12、ge of intelligence. 53. Class discussion. Studies have shown that the method used to discuss teaching results achieved by the equivalent of 5 times as many teachers taught the students the discussions between the “debate style”, not only requires students to use a coherent, stream Yangs language exp
13、ression, but also require students to quick-witted, has good reasoning and judgment. During the discussion, each student because of the speaking time is limited, therefore, need to concise and clear terms appropriate and well-focused and persuasive, and thus naturally enhanced the childrens language
14、 ability of perception and expression. 2, logical-mathematical intelligence to the cultivation 6of In mathematical - logical intelligence, mainly for students in the cultivation and use of chemical methodology for computing mathematical and logical reasoning, from identifying problems and improve th
15、eir problem-solving ability. Often use in chemistry teaching to the observation, experiment, simulation, analysis and comprehensive, comparative classification, induction, deduction, analogy, model, hypothesis, Lenovo and other methods of thinking; chemistry experiment including the design of experi
16、ments, make assumptions, test hypotheses to explain the experimental results exchange of experimental results and other methods are an effective means of training students thinking. The use of these methods for students to obtain chemical knowledge and basic skills, develop their intelligence, ability to foster innovation and scientific aspects of attitudes have an important role. Therefore, in chemistry teaching, teachers should aim to lead students 7step by st
