The Effect of Multiple Intelligences Teaching on Biology Learning of High School Students

Abstract

Theory of multiple intelligences (MI theory) is a new theory of human intelligence structure, which provides theoretical guidance for teaching optimization. This study aims to understand the effect of multiple intelligences teaching on the biological multiple intelligences of high school students. In this quasi-experimental study, the experimental group received instruction based on MI theory and the control group received traditional lectures. The formal multiple intelligences assessment scale [youth version] was used for investigation, comparing and analyzing the difference of multiple intelligences level between experimental group and control group after teaching by T test. The data shows that after the implementation of multiple intelligences teaching, the students in the experimental group are significantly better than the control group in terms of multiple intelligences, indicating that the teaching of metaintelligence has a positive effect on the comprehensive quality of students. Therefore, in the future junior high school biology teaching, the multiple intelligence teaching mode should be applied to tap the potential of each student and achieve better teaching results.