多元智能

1. 多元智能

2. 设计：“设计素养已成为象电子表格一样不可缺少的知识。”品克先生说，设计已成为解决问题的一种方法。举个例子，他指出，新的彩色编码处方瓶，强调在防止医疗事故的发生，名称和药物剂量的最重要因素。设计：“设计素养已成为象电子表格一样不可缺少的知识。”品克先生说，设计已成为解决问题的一种方法。举个例子，他指出，新的彩色编码处方瓶，强调在防止医疗事故的发生，名称和药物剂量的最重要因素。 • 故事: “事实到处存在,而且是免费的,”他说:“更重要的是如何把它们投入文字中并用感情来表达. • Design: “Design literacy has become as indispensable as knowledge of spreadsheets.” Mr. Pink said, describing design as a way to solve problems. As an example, he pointed to new, color-coded prescription bottles that highlight the most important factor in preventing medical errors-the name and dosage of the drug. • Story: “Facts are everywhere, and they are free,” he said. “What matters more is putting them in context and delivering them with emotional impact.” THE CASE AGAINST ASSESSMENT TESTS 对于评估测试的反论 Six abilities that matter most in the new economy: 新经济时代的六种最重要能力:

3. Six abilities that matter most in the new economy:新经济时代的六种最重要能力: • Empathy: This is a skill, he said, that is difficult to automate and outsource. • Play: The ability to bring humor to serious tasks. • Meaning: Life is about meaning, not just accumulating stuff. • Symphony: He described this as “the killer app.” Most people tend to think successful leaders as focused. “The opposite ability-the ability to step back, see the big picture, and connect the dots-is more important,” he said. • 同情: 这是一种能力,他说, 即难自行,也难外包。 • 嬉: 为艰巨的任务带来幽默也是一种能力。 • 意义: 生活是有意义的, 不只是忙于积累物质。 • 和音: 他将此形容为 “致命之招.” 大多数人认为成功人事只注重细节。其实此相反能力 --他说“退一步,观大局,及连接重点才是更重要的.” 。

4. HOW DO YOU DEFINE INTELLIGENCE? 如何对智能下定义 Howard Gardner’s theory of multiple intelligences, described in Frames of Mind (1985)

5. Starter 起步 Human Intelligence Hunt 寻找人的智能 Find someone who can 找一个人, 他可以: ______ whistle a few notes from Beethoven’s Fifth Symphony. 用口哨吹几个贝多芬第五交响乐中的音符 ______ stand on one foot with her eyes closed for at least five seconds. 闭上双眼用一条腿站立至少五分钟 ______ recite at least four lines from any poem he has learned. 背出至少四行学过的诗歌 ______ draw a quick diagram explaining how an electric motor works. 画一个简图说明电力发动机的工作原理 ______ briefly share a dream she has had in the past two weeks. 简单描述在过去两周里做过的一个梦 ______ complete this numerical sequence: 36, 30, 24, 18, ____, and explain the logic behind it.完成这个数列,并解释它的逻辑性 ______ honestly say he is relaxed and comfortable relating to other people during this exercise. 诚实地评论他在整个练习中对着其他人是放松自如的 Armstrong, T. (1994). Multiple Intelligences in the Classroom (p. 44). Alexandria, VA: Association for Supervision and Curriculum Development.

6. In 1904, French psychologist Alfred Binet developed a means of determining which primary grade students were ‘at risk’ for failure so they could receive remedial attention. Out of their efforts came the first intelligence tests (p.1). 1904年, 法国心理学家阿尔佛莱德发明了一系列的方法来确定哪些小学生会出现不及格, 以便及早补救. 第一次智能测试就此诞生. • There was a new notion, called “intelligence” 那时有了新的观点, 叫作‘智能’. • It could be measured and reduced to a single number or IQ score 智能可以衡量, 可以缩小到一个数字或者IQ积分. Source: Armstrong, T. (1994). Multiple Intelligences in the Classroom (p. 1). Alexandria, VA: Association for Supervision and Curriculum Development.

7. Historical Perspective of Multiple Intelligences in the Curriculum教学课程中多元智能历史背景 • J. J. Rousseau Emile’s: the child must learn not through words, but through experience; not only books, but through the book of life. 爱弥儿: 孩子的学习必须通过经历去学, 而不仅仅是文字; 必须通过生活的课本去学, 而不仅仅是文字的课本。 • Montessori: tactile letters and other self-paced materials designed for impoverished children. • 蒙特梭利: 有触觉的文字和其他为贫困孩子设计的材料 • John Dewey: the classroom as a microcosm of society (see Democracy and Education) 杜威: 教室是社会的缩影 (民主与教育) • Recent trends: cooperative learning (interpersonal, but specific tasks allow for other intelligences), whole language (linguistic, kinesthetic, intrapersonal) • 目前的趋势: 合作学习 (人际, 但是特定任务允许其他智能), 所有的语言(语言, 肢体,自省) 。 Source: Armstrong, T. (1994). Multiple Intelligences in the Classroom (p. 49). Alexandria, VA: Association for Supervision and Curriculum Development.

8. The “Multiple” Intelligences (MI)多元智能 (多智) • Howard Gardner sought to broaden the scope of intelligence beyond IQ scores. 加德纳教授力图将智能扩大到IQ积分以外的范畴 • Questioned validity of IQ tests 对IQ测试有效性的疑问 • Take a student out of natural learning environment • Ask students to perform isolated tasks they had not done before, and would likely never do again • Intelligence is solving problems and creating in a context-rich and natural setting 智能正在解决问题并在一种前后内容丰富且自然状态里进行创造 • Mapped broad range of abilities into seven multiple intelligences categories 把涉及范围广的能力划分成七种多元智能类型 Source: Armstrong, T. (1994). Multiple Intelligences in the Classroom (p. 1). Alexandria, VA: Association for Supervision and Curriculum Development.

9. Theoretical Basis for Multiple Intelligences多元智能的理论基础 Source: Armstrong, T. (1994). Multiple Intelligences in the Classroom (pp. 3-5). Alexandria, VA: Association for Supervision and Curriculum Development. • These are intelligences, not talents or aptitudes 这些是智能不是才能也不是能力 • Gardner sets up basic “tests” that each intelligence had to meet to be considered a full-fledged intelligence, not a skill, talent or aptitude 加纳教授对每项智能设置了基本测试条件, 以区别技能, 才干及能力 • Tests included 这些测试包括: • Potential Isolation by Brain Damage 脑损害隔离 • Brain lesions selectively impair one intelligence, while leaving all others intact • Existence of Savants, Prodigies, and Exceptional Individuals 大学者, 奇才,以及非同一般的人 • Savants are individuals who have superior abilities in part of one intelligence while other areas function at lower levels • Distinctive Development History/Definable Set of Expert “End-State” Performances 独特的发展历史/专家可定义的一套“最终状态”的演示 • An individual’s intelligence follows a developmental pattern: e.g. music ability emerges early and remains robust through life; mathematical expertise emerges later, but peaks earlier; novelists and painters can emerge and peak much later in life

10. Further tests included 进一步的测试包括: • An Evolutionary History and Plausibility进化历史和可信性 • each of seven intelligences has roots in evolution, e.g. cave drawings (spatial intelligence) • Support from Psychometric Findings从心理测量结果的支持 • many standardized tests provide support for multiple intelligences • Support from Experimental Psych. Tasks从心理实验的支持 • research shows intelligences can work in isolation • Identifiable Core or Set of Operations可识别核心或一组操作 • Each intelligence a set of core operations that serve to drive various activities, e.g. sensitivity to pitch • Ability to Encode in a Symbol System能够在一个符号系统中编码 • Each intelligence has ability of being symbolized Source: Armstrong, T. (1994). Multiple Intelligences in the Classroom (pp. 9-11). Alexandria, VA: Association for Supervision and Curriculum Development.

11. Key Points in MI Theory多智理论的关键要点 • Each person has all seven intelligences, which function together in unique ways to each person—highly developed in some. 每人都具备七种智能, 以一种奇特的方式一起个性运作-发展程度不齐。 • Most people can develop each intelligence to an adequate level of competency if given appropriate level of encouragement, enrichment, and instruction. 给予适当的鼓励, 培养和指导, 多数人能将这些智能发展到一定的水平。 • Intelligences work together in complex ways—not one exists by itself in life, they interact differently in context. 智能以错综复杂的方式运行-在生活中无一独立存在, 相互影响。 • There are many ways to be intelligent within each category, there is a diversity of ways people show their gifts within each intelligence. Source: Armstrong, T. (1994). Multiple Intelligences in the Classroom (pp. 11-12). Alexandria, VA: Association for Supervision and Curriculum Development.

12. BARRIERS TO LEARNING学习的障碍 SOCIAL-EMOTIONAL 社会-情感: PAST EXPERIENCES 以往的经验 ANXIETY/STRESS DURING LEARNING (Will I Look Foolish?) 学习过程中的忧虑/压力 (我是不是看上去很傻?) ANXIETY/STRESS DURING APPLICATION (Will I Become Sick?) 应用过程中的忧虑/压力 (我是否会得病?) Fear of Failure? 失败的恐惧

13. HOW DO YOU DEFINE INTELLIGENCE如何对智能下定义

14. Can we strengthen our intelligences? If so, how? 智能可以加强吗? 如果能,怎么加强? Howard Gardner’s theory of multiple intelligences, described in Frames of Mind (1985)

15. A popular activity among those who are first exploring multiple intelligences is to construct their own intellectual profile. 那些首度开发多元才智的人们所采用的通俗做法就是构筑自己的知识框架。 Howard Gardner’s theory of multiple intelligences, described in Frames of Mind (1985)

16. People often say that what they remember most about school are those learning experiences that were linked to real life . How does the theory of multiple intelligences help connect learning to the world outside the classroom? 人们常说，对学校记忆最多的就是求学时与现实生活相关联的那些经历。那么多元才智理论是如何帮助你将课内课外的内容结合起来的呢? Howard Gardner’s theory of multiple intelligences, described in Frames of Mind (1985)