On the Theory of Multiple Intelligences-based secondary mathematics teaching under（在多个Intelligences-based中学数学教学的理论）.doc

1On the Theory of Multiple Intelligences-based secondary mathematics teaching underPaper Keywords: Theory of Multiple Intelligences special mathematics teaching Abstract: In view of the unsatisfactory results of secondary school students and math students to learn mathematics, “the old, big, difficult” problem, the authors based on the students own different characteristics, combined with the multiple intelligence theory, in teaching, the classroom, job layout and other improvements to make the appropriate, so that each student easily learn math, and enjoy it. Theory of Multiple Intelligences by Harvard University Professor Howard Gardner’s He believes that human intelligence is diverse and includes at least seven kinds of intelligence: linguistic intelligence, mathematical intelligence, spatial intelligence, rhythmic intelligence, kinesthetic intelligence, intellectual self-reflection , interpersonal intelligence, each of these seven people have both intelligence and intelligence in each 2individual share of the combined intelligence is different, that each individual is the main difference between the intellectual intelligence of different combinations of different present , the vast majority of secondary school students in the learning of mathematics is a relatively difficult problem. The main two factors: (a congenital condition caused by mental factors, not the number of its intellectual force, such as efforts to learn mathematics into the still unsatisfactory, the total number of such students more than 50% (2 caused by acquired factors, like their own mathematics learning was originally, but due to outside influences, such as being a math test failures, resulting in lose confidence in learning mathematics, so we should be the right medicine for their problems, to get a good return. A mathematics teaching content and linked to real life Mathematics is a science, it comes from the community and service to society, ideas on the formation of human reason, for personal intellectual development has an important role in the teaching process the teacher should be a professional, based out of subject-centered 3guidance thinking, to the theory, methods and modern production and the knowledge gained in life as a professional will learn the content, according to the specific circumstances of the professional, teaching mathematics for its proper handling, has been focused, in line with the professional features. to serve the profession as the basic, the use of mathematical knowledge and thinking problems dealing with the fundamental purpose of economic teaching materials. be a student-centered, competency-based curriculum reform spirit concrete to do the following: 1. Handle the relationship between academic and practical systematic Students often say: “Learning mathematics is of little use, as long as we like to know the simple addition, subtraction, complex and less to us later in life.” This shows that the choice of teaching materials, the professional orientation of students not considered. the choice of teaching materials in mathematics, we need to ensure that traditional teaching, but also the student’s professional orientation make certain adjustments to its content, its full integration with professional, even if the mathematics curriculum and the 4professional teaching combined. 2. The depth of the teaching content and student characteristics of the structure of the combination of intellectual First, we should take into account the characteristics of secondary school students, that student’s abstract thinking skills, logical reasoning ability and comprehensive thinking, inductive capacity, the ability of replication is relatively weak, so the choice of teaching content, the need to select the students to cognitive knowledge of content to enable students to master content and will apply this knowledge to enhance students’ self-confidence and initiative in students master the basic knowledge, to a certain extent with the basic knowledge to do some professional development. For example: an exciting football match to be held, five fans finally get a ticket, we all want to go, had the means to determine the drawing of lots. A student said: first smoked were able to get the chance to be larger. 5Student B says: Please do not rush, one by one in order to, who is able to get tickets are the same. Which is an argument in favor of you? Everyone to be able to get tickets for the probability in the end be? Most students will doubt the correctness of student B, in this case, based on the student’s interest and then cause the related knowledge of the talks. 3. Coordination of teaching in the teacher’s initiative and the amount and degree of teaching content Mathematics teaching should be left to the students and then ask questions of the teaching content and further in-depth understanding of the scope should be committed to integrating theory and practice of teaching experience, con。