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Multiple Intelligence Application In Teaching Of Chinese Language

Introduction

Theory of Multiple Intelligences believe that people have a variety of intelligence, and
traditional Chinese language teaching methods, only benefits students who has strong
language intelligence.

Multiple Intelligences can be applied to Chinese language teaching in the following three
aspects: create a multi-intelligence environment that is conducive to stimulate students
intelligent with a combination of teaching methods, project-based learning; and the use of
diversified teaching methods.

Part 1

Multiple Intelligence Principles

Multi intelligence,states that intelligence is the original biological potential of human-specific


capabilities. This potential varies with experience, culture and the motive to understand the
different ways.

According to psychological study, man has an innate intelligence operations to perform


certain specific pre-orientation. Some children, adolescents, are extremely sensitive to sound
or pairs of words or numbers. In some stimulation, some have much faster response time,
and the reaction time for these stimulus was very bright and cheerful. Normally individuals
has strong potential in some areas.

Educators must understand the students (strengths, areas of strengths, weaknesses,


vulnerable areas, etc.) as well as its adaptability, and to educate students on this basis.

Gardner believes that a person's intelligence would certainly bring about a set of problem-
solving skills, which allows the individual to solve his own problems or difficulties. To solve
different problems there is a need to have a different focus on different intelligence, so a
person's intelligence is diverse. Intelligent is different, each person has the potential to be
able to develop in different areas, in other words, we should select a person suitable
development path.

Gardner believes that intelligence is a personal ideal and the product of the interaction
between social needs. Any individual may develop their own capacity, but if this ability of the
development with the world is cut off, then this capability will absolutely not be developed.
Theory of Multiple Intelligences believe that everyone has a relatively independent of the eight
kinds of intelligence, they are different in each person and at various levels.

The eight types of intelligence in Multiple Intelligences:


Multiple Intelligences were divided into eight types: intelligence languages, mathematics,
logic, intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical melody
intelligence, interpersonal intelligence and self-recognition intelligence.

1) Language Intelligence (Verbal / Linguistic intelligence)

Refers to the effective use of spoken language or written language ability. These students
tend to be good in grammar, phonology, language, combined with practical learning and the
ability to use them smoothly. Strong language intelligent students like playing with words,
enjoy reading, discussion and writing. They use language and words to think while study.
They learn best through debating, writing, reading, research, speaking reciting and word
game.

2) Mathematical Logic Smart (Logical / Mathematical intelligence)

Refers to the efficient use of numbers and reasoning ability. These students are good in logic
and relationships, statements and advocates, functions and other related abstractions
sensitivity. They are particularly fond of in school mathematics or science class curriculum;
like to ask questions and perform experiments to find the answer (if I every day of my bonsai
twice poured water over what will happen?); Like to find things with rules and logic of
sequence. They also like volume, classification, and analysis of things. This type of children
rely on reasoning or exploring when learning. They learn best through computing, calculating,
graphing, comparing and classifying.
3) Spatial intelligence (Visual / Spatial intelligence)

Refers to the precise sense of visual space, and to the perceived demonstrated ability. These
students are good with color, line, shape, form, space and the are sensitive of the relationship
between them, they also have the ability to quickly find the direction. Wizard, hunting, like to
play puzzles, visual games like Maze and like to imagine. They think in image and diagrams.
They learn best through painting, drawing, watching movies, illustrating, mapping and
visualizing.

4) Limb movements Smart (Bodily / Kinesthetic intelligence)

They are good at using the whole body to express thoughts and feelings. This smart have
special physical skills, such as balance, coordination, agility, strength, flexibility and speed, as
well as tactile ability. The difficulty of this type is to sit still; they like to help to build things,
such as sewing, compiled weaving, carving, or wood, or skip along, touching objects in the
environment. They like outdoor activities, and people talk about words, gestures or other
commonly used body language, like the thrill of recreational activities and regularly engage in
sports. This A class of children learn through bodily sensations. They learn best through
hands-on experience, drama, dance, role play and performing.

5) Music Smart (Musical / Rhythmic intelligence)

Refers to the detection, identification, change and the ability to express music. This smart
includes rhythm, pitch, melody or sound sensitivity. They usually have a good singing voice,
tone can easily identify whether the rhythm right. They are very sensitive, and often able to
work and listen to (or singing) music, they will play musical instruments and may be able to
remember a new song easily. This type of children think through the rhythm of melody in their
studies. They learn best through composing, singing, making up song lyrics, improvising and
writing jingles.

6) Interpersonal intelligence (Inter-personal intelligence)

They are aware of and able to differentiate between other people's emotions, intentions,
motivation and sensory capabilities. This includes facial expressions, voice and the sensitivity
of movement, to identify the different relationships to those of the allusions and the ability to
suggest appropriate responses.
Strong interpersonal intelligence usually prefer the participating organizations on the nature of
sports or games such as basketball, bridge; while more may not like the personal nature of
sports and games, such as running, playing video games. When they encounter problems,
they are more are willing to ask others to lend a hand; like to teach people how to do
something. They feel very comfortable in a crowd, are usually groups leaders. Children in this
category rely on the feedback when studying and working. They learn best through
negotiation, group work, team activity, debating, sharing and role play.

7) Intrapersonal (Intra-personal intelligence)

Refers to self-knowledge, and make the appropriate capacity to act accordingly. These
students normally are aware of their inner emotions, intentions, motivations, temperament,
and desire, as well as the ability to self-discipline self-knowledge and self-esteem. Intelligent
and strong self-awareness are usually able to maintain a diary or a bedtime habit of self-
examination: understand their strengths and weaknesses; often retreat to plan their own life
goals. Children in this category learn best through in-depth self-reflection, writing journals,
research, rehearsing and self-paced activities. To them, an ideal learning environment maybe
for them to be alone.
8) Naturalist intelligence (Naturalist intelligence)

They are good at observing nature, identify the capacity of natural phenomena, but also able
to inter-relate and to judge. They learn best through observation, comparing, classifying,
discovering and hands on experience.

Part 2

A) Multiple Intelligence Application In Teaching Chinese Language

Having understood the principles; we know that multiple intelligence is in fact effective
learning. Effective learning needs to be challenging and relevant. It also has to be active and
student-centered.

Let's first look at what multiple intelligence is not! It’s not prescriptive, not exclusive, does not
lower expectations and does not change content. It is, however, the learning styles of
students, are Student-centered and it engages students which opens up a door to learning.

Hence, when we are planning for our Chinese lesson plan, be aware of presenting materials
to maximize effective learning in students. If students are not grasping a concept,
vary:
1.Mode of delivery
2.Learning activities

As teachers we need to be aware of how the Learning styles of students can enhance the
teaching of Chinese.

B) Application

In fact, multiple intelligence had already impacted us in many ways. For example, advertisers
found that music can help people to remember their products. But educators are far from
aware of the importance of learning through music, the result is that our minds are filled with
advertising music, but very few school-related music.

Educators can create a variety of activities, contexts, to stimulate or support for students to
learn state of mind, such as recitation, recitation, lectures, debates, reading, singing, dancing,
storytelling, listening to lectures, painting, listening to music, writing, interviews, cooperative
learning, performance. All these can be archived by doing a proper lesson plan.
How to apply multiple intelligence in the teaching of Chinese:

Using the following as an example

Sec 1 Express, 1B, chapter 20 – “The Proverb King”

Teaching “The Proverb King”

The teacher may start off highlighting and pronouncing some new and difficult words to
students. He may then ask word smart students to read part of chapter to the class.

After reading, the lesson progresses to touch on the proverbs mentioned in the chapter.
Pairing can be done to allow students to discuss the meaning of the proverbs. After
confirming the meaning, the teacher can show video story of how the proverbs comes about.
To enhance learning and helps students remember the proverbs, students are divided into
groups comprising of students from various intelligence. They can then perform and compete
with each other.

The introduction requires the body smart or group smart students to act out each kinesthetic
symbols of the word and the proverbs.

This is followed by a role play where word smart students write scripts; music smart students
help to rewrite lyrics of a song using proverbs while picture smart students produce drawings
for the play.

The group that best illustrates those proverbs will be the winner.

Though this is not the exact lesson plan, it shows we can cater to students from various
intelligences.

Conclusion

Multiple Intelligences in fact is the essence of teaching according to ability of students.

Each child has their own world, have their own interpretation of the world's perspective and
language. Teachers may be good at discovering the child's intelligence strengths, but also to
guide the child to form a correct understanding of self-awareness and ability to make the child
feel confident to achieve personal growth. As the Chinese saying goes: People have their own
strengths. Gardner has been humorously suggested that a good way to develop intelligence
of the child is to observe them in the classroom "no rules performance": linguistic intelligence
developed child likes to speak; spatial intelligence developed kids love to draw; well-
developed interpersonal intelligence are good at dealing with people children; limb movement
developed kids who love to do little tricks. Gardner's theory give us a lesson that: teachers in
teaching, is to understand fully the potential of each student's intelligence, based on the
theory of multiple intelligences in a targeted manner to improve teaching methods.

Therefore, as the 21st century, teachers may continue to learn and improve their overall
quality. The easier said than done is also a certain degree of difficulty, after all, the students
live in a large environment, the contact is not only a teacher, more of an impact by their
families, their birth parents is that their teacher was to be more good to develop their potential
is the need the active support of parents give their children a good environment for a little
more care, more than one love. I believe that every child is the best!