#在世界范圍內(nèi)廣受推崇的多元智能(MultipleIntelligence)理論，是美國哈佛大學(xué)的HowardGardner(霍華德?加德納)教授在上個(gè)世紀(jì)八十年代提出的。HowardGardner(霍華德?加德納)教授認(rèn)為，每個(gè)人都具有多元智能，即八大智能,盡管每個(gè)人在這些智能上的表現(xiàn)各有差異，但只要通過不同的方式進(jìn)行結(jié)合和運(yùn)用，就能完成不同的工作及解決不同的問題。多元智能，即八大智能，代表了每個(gè)人所具有的八種不同的能力，分別為：語言智能(Linguisticintelligence)>邏輯一數(shù)學(xué)智能(logical—mathematicalintelligence)、視覺空間智能(Spatialintelligence)、肢體一動(dòng)作智能(Bodily—kinestheticintelligence)>音樂智能(Musicalintelligence)、人際智能(Interpersonalintelligence)>內(nèi)省智能(Interpersonalintelligence)和自然智能(Naturalistintelligence)o■每一個(gè)人都具備所有的多元智能每個(gè)人都具備多元智能的潛能，但每個(gè)人智能發(fā)展的程度各有不同。少數(shù)人好象在所有的或大多數(shù)智能中都具有極高的水準(zhǔn)；另一些人因發(fā)展障礙，好象除了具有最初步的智能外，缺乏其它所有的智能;絕大多數(shù)的人處于這兩極端之間，某些智能很發(fā)達(dá)，某些智能一般，其余的智能較不發(fā)達(dá)?！龃蠖鄶?shù)人的智能可以發(fā)展到充分勝任的水準(zhǔn)如果給予適當(dāng)?shù)墓膭?lì)和指導(dǎo)，每個(gè)人都有能力使所有的智能發(fā)展到一個(gè)適當(dāng)?shù)乃疁?zhǔn)。以鈴木才藝教育課程(SuzukiTalentEducationProgram)為例，音樂天賦一般的人在高度支持環(huán)境(家長的參與，從小聽古典音樂)的影響下，假以時(shí)日亦可以演奏出程度相當(dāng)高的鋼琴和小提琴曲.■智能通常以復(fù)雜的方式統(tǒng)合運(yùn)作為了方便說明，理論上將智能分成八種；但在實(shí)際生活中，智能的運(yùn)作不是獨(dú)立的，而是相互統(tǒng)合的。當(dāng)兒童在玩團(tuán)體游戲時(shí)，他需要運(yùn)用語言智能與他人溝通以了解游戲規(guī)則，運(yùn)用邏輯數(shù)學(xué)智能以計(jì)算分?jǐn)?shù)，運(yùn)用空間智能以了解并使自己適應(yīng)游戲的場所，運(yùn)用肢體運(yùn)作智能以便執(zhí)行敏捷的傳球，運(yùn)用音樂智能聽老師的琴聲訊號(hào)行動(dòng)，運(yùn)用人際智能以領(lǐng)導(dǎo)本隊(duì)團(tuán)結(jié)對外用內(nèi)省智能來控制自己的情緒?！雒恳豁?xiàng)智能都有不同的表現(xiàn)方法以語言智能而言，某人可能不識(shí)字，但能講述生動(dòng)的Intheworldofmultipleintelligencesiswidelyrecognized(MultipleIntelligence)theory，isHarvardUniversity'sHowardGardner(HowardGardner)，Professorintheeightiesoflastcentury's。HowardGardner(HowardGardner),Professor,thateveryonehasmultipleintelligences，eightintelligencesthat,althougheachperson'sperformanceoneachofthesedifferencesinintelligence,butaslongasdifferentwaystocombineanduse,canbedonedifferenttasksandsolvedifferentproblems.Multipleintelligences，eightintelligencesthatrepresentseachpersonhaseightdifferentcapacity,namely：linguisticintelligence(Linguisticintelligence),logical—mathematicalintelligence(logical-mathematicalintelligence),visual-spatialintelligence(Spatialintelligence),physical-ActionSmart(Bodily-kinestheticintelligence)，musicalintelligence(Musicalintelligence),interpersonalintelligence(Interpersonalintelligence)，intrapersonalintelligence(Interpersonalintelligence)andnaturalintelligence(Naturalistintelligence)oeveryonehasallofthemultipleintelligencesEveryonehasthepotentialofmultipleintelligences，buteachonevaryingdegreesofintellectualdevelopment。Ifafewpeopleinallormostintelligentofallhasaveryhighstandard;othersbecauseofobstaclestodevelopment，ifinadditiontotheinitialintelligence,thelackofallotherintelligent;thevastmajorityofpeopleinthetwoextremes，someintelligenceisdeveloped,someoftheintelligentgeneral,therestoftheintelligenceofthelessdevelopedoMostpeople'sintelligencecanbedevelopedtofullycompetentlevelIfgivenproperencouragementandguidance,eachpersonhastheabilitytomakealloftheintellectualdevelopmenttoanappropriateleveloSuzukiTalentEducationprogram(SuzukiTalentEducationProgram)，forexample,musicaltalenttheaveragepersoninahighlysupportiveenvironment(theparticipationofparents,grewuplisteningtoclassicalmusic)undertheinfluence,overtimecanalsoplayaratherhighdegreeofpianoandviolinmusic.IntelligentoftenincomplexwaystotheoperationofintegrationForillustration，intheory,willbedividedintoeightkindsof故事。以肢體運(yùn)作智能而言，某人可能不擅長運(yùn)動(dòng)但能制作精美的手工藝品。每一項(xiàng)智能里都有多種表現(xiàn)智能的方法?！鲇H人和老師可能啟發(fā)與關(guān)閉兒童的智能HowardGardner(霍華德?加德納)教授提出明朗化經(jīng)驗(yàn)(crystallizingexperiences)與麻痹化經(jīng)驗(yàn)(paralyzingexperiences)的觀念以說明師長的作為可以如何啟發(fā)與關(guān)閉兒童的智能。明朗化與麻痹化經(jīng)驗(yàn)是一個(gè)人智能發(fā)展的轉(zhuǎn)折點(diǎn)，可能發(fā)生在一生中的任何時(shí)候，但通常發(fā)生在童年的早期。例如，小提琴家曼紐因(YehudiMenuhin)在不滿四歲的時(shí)候，他的父母帶他去聽舊金山交響樂團(tuán)的演奏會(huì)，這個(gè)經(jīng)歷使他十分著迷后來他向父母要求一把小提琴作為生日禮物，并要那天晚上演奏的小提琴獨(dú)奏者教他演奏。這個(gè)明朗化經(jīng)驗(yàn)開啟了兒童時(shí)期曼紐因的音樂智能。相反的，麻痹化經(jīng)驗(yàn)指的是關(guān)閉智能的過程。公開的羞辱憤怒，恐懼等負(fù)面的情緒通常會(huì)阻礙兒童的智能發(fā)展另外環(huán)境的因素(是否有機(jī)會(huì)接近資源或良師益友)也有可能促進(jìn)或妨礙智能的發(fā)展。多元智能簡介1。語言智能(Linguisticintelligence)語言智能,就是能有效運(yùn)用口頭語言和書面文字來表達(dá)自己的想法，并能了解他人的能力。這項(xiàng)智能包括把文法、音韻學(xué)、語義學(xué)、語言實(shí)用學(xué)結(jié)合在一起并運(yùn)用自如的能力.這項(xiàng)能力將有助于孩子學(xué)習(xí)語言的結(jié)構(gòu)、發(fā)音、意思、修辭，并進(jìn)而加以結(jié)合作實(shí)際的使用。在幫助孩子發(fā)展語言能力的過程中，一定要注意按照孩子的發(fā)展順序和學(xué)習(xí)興趣施以影響，注意每個(gè)孩子的個(gè)體差異，不要與其它孩子攀比，因?yàn)?火車晚點(diǎn)，不一定會(huì)誤船”。2。邏輯一數(shù)學(xué)智能(Logical—mathematicalintelligence)邏輯一數(shù)學(xué)智能，就是指能有效運(yùn)用數(shù)字和推理的能力。這項(xiàng)智能包括對邏輯的方式和關(guān)系，陳述和主張，功能及其它相關(guān)的抽象概念的敏感性。這項(xiàng)能力將有助于孩子學(xué)習(xí)計(jì)算、分類、分等、概括、推論、假設(shè)、邏輯、陳述和因果，以及其它相關(guān)抽象概念。intelligence；butinreallife，intelligenceoperationsarenotindependent,butthemutualintegration。Whenagroupofchildrenplayingthegame,heneedstouselanguagetocommunicatewithothersinordertounderstandthesmartrulesofthegame,theuseoflogical—mathematicalintelligencetocalculatethescore，theuseofspatialintelligencetounderstandandtoadaptthemselvestothegamesite,theuseofoperationalintelligencetoperformphysicalagilitypass,theuseofmusictolistentotheteacher'ssoundsignalsintelligenceoperation，theuseofinterpersonalintelligencetoleadtheteamofexternalunitywithintrapersonalintelligencetocontroltheiremotions.EachhasadifferentperformanceofthesmartwayTolinguisticintelligence,apersonmaybeilliterate,butitcantellavividstory.Thephysicaloperationoftheintelligent，apersonmaynotbegoodatsportsbutcanproducebeautifulhandicrafts.Eachhasavarietyofintelligenceintheperformanceofthesmartway。relativesandteachersmaybeinspiredandintelligentchildrenoffHowardGardner(GardnerHoward)Professorclarifiedexperience(crystallizingexperiences)andparalysisoftheexperience(paralyzingexperiences)toillustratetheconceptofteachersastohowtoinspirechildren'sintelligenceandoff。Clarifiedwiththeparalysisoftheexperienceisaturningpointinhumanintellectualdevelopmentmayoccuratanytimeinlife,butusuallyoccursinearlychildhood。Forexample,theviolinistMenuhin(YehudiMenuhin)intheunhappyyear-old，hisparentstookhimtolistentotheSanFranciscoSymphony'sconcert，sohewasveryfascinatedbythisexperience，helateraskedaviolintotheparentsasabirthdaygiftandtoplaythatnighttaughthimtoplaytheviolinsoloist.ThisbecameclearontheexperienceofchildhoodMenuhin'smusicalintelligence。Onthecontrary,theparalysisofexperiencereferstotheprocessofintelligenceisoff。Publichumiliation，anger，fearandothernegativeemotionsoftenimpedethechild'sintellectualdevelopment.Otherenvironmentalfactors(whethertheresourcesortheopportunitytoclosementor)mayalsopromoteorhinderintellectualdevelopment.IntroductiontoMultipleIntelligences視覺空間智能(Spatialintelligence)視覺空間智能，是指準(zhǔn)確的感覺視覺空間，并把所感覺到的表現(xiàn)出來的能力。這項(xiàng)智能包括對色彩，線條，形狀，形式，空間及它們之間關(guān)系的敏感性，也包括將視覺和空間的想法具體地在腦中呈現(xiàn)出來，以及在一個(gè)空間的矩陣中很快找出方向的能力。這項(xiàng)能力將有助于孩子學(xué)習(xí)色彩、線條、形狀、形式、空間、解讀圖形訊息等。肢體一動(dòng)作智能(Bodily—kinestheticintelligence)肢體一動(dòng)作智能，是指善于運(yùn)用整個(gè)身體來表達(dá)想法和感覺，以及運(yùn)用雙手靈巧地生產(chǎn)或改造事物；這項(xiàng)智能包括特殊的身體技巧，如平衡、協(xié)調(diào)、敏捷、力量、彈性和速度以及由觸覺所引起的能力。這項(xiàng)能力將有助于孩子學(xué)習(xí)音調(diào)、節(jié)奏、旋律，及歌唱、演奏、作曲、音樂創(chuàng)作等能力，并建立對音質(zhì)的敏感?？偠灾?，自然健康的方式就是最好的方式包括人的各種動(dòng)物在童年時(shí)都需要充分地玩樂與游戲，并從中奠定并學(xué)習(xí)未來適應(yīng)并挑戰(zhàn)現(xiàn)實(shí)環(huán)境能力的基礎(chǔ);良好的童年發(fā)展也需要充分且多元的游戲經(jīng)驗(yàn)，以獲得足量且優(yōu)質(zhì)的知覺動(dòng)作經(jīng)驗(yàn)以利未來發(fā)展所需；最后值得一提的是，父母的關(guān)心不應(yīng)僅只于資源轉(zhuǎn)介者的心態(tài)而已，而是要成為實(shí)際介入互動(dòng)的資源提供者，多花一點(diǎn)時(shí)間與孩童互動(dòng)，遠(yuǎn)勝過十分金錢用于技藝栽培。音樂智能(Musicalintelligence)音樂智能，是指察覺，辨別，改變和表達(dá)音樂的能力；這項(xiàng)智能包括對節(jié)奏，音調(diào)，旋律或音色的敏感性。學(xué)習(xí)特質(zhì)音樂智能強(qiáng)的人通常有很好的歌喉，能輕易辨別出音調(diào)準(zhǔn)不準(zhǔn)，對節(jié)奏很敏感，常常一面工作，一面聽(或哼唱)音樂，會(huì)彈奏樂器，一首新歌只要聽過幾次，就可以很準(zhǔn)確地把它唱出來。音樂智能強(qiáng)的兒童在學(xué)習(xí)時(shí)是透過節(jié)奏旋律來思考；對他們而言，理想的學(xué)習(xí)環(huán)境必須提供下列的教學(xué)材料及活動(dòng):樂器、音樂錄音帶、CD、唱游時(shí)間、聽音樂會(huì)、彈Linguisticintelligence(Linguisticintelligence)Linguisticintelligence，isabletoeffectivelyuseorallanguageandwrittenwordstoexpresstheirideasandtheabilitytounderstandothers.Thisintelligenceincludesthegrammar,phonology，semantics，languageandpracticallearningcombinedwiththeabilitytousefreely.Thiscapabilitywillhelpchildrenlearnthelanguagestructure,pronunciation,meaning，rhetoric，andthusbecombinedforpracticaluse.Helpchildrendeveloplanguageskillsintheprocess,wemustpayattentiontothedevelopmentinaccordancewiththechild'sinteresttoimposeorderandlearningeffects，attentiontoeachchild'sindividualdifferences，notcomparisonswithotherchildren,because"thetrainwaslate,notnecessarilywrongboat."。Logical—mathematicalintelligence(Logical-mathematicalintelligence)Logical一mathematicalintelligence,referstotheeffectiveuseofnumbersandreasoningability.Thisintelligenceincludesthewayoflogicandrelationships，statementsandclaims，theabstractconceptoffunctionandotherrelatedsensitivityoThiscapabilitywillhelpchildrentolearncomputing，sorting,grading，general,inferences,assumptions，logic，andcauseandeffectstatements，andotherrelatedabstractionsoVisual—patialintelligence(Spatialintelligence)Visual一spatialintelligence，ispreciselythefeelingofvisualspace,andtothesenseofdemonstratedability。Theintelligenceincludescolor，line,shape，form,spaceandthesensitivityoftherelationshipbetweenthem,includingthevisualandspatialideaspresentedspecificallyinthebrain,aswellasthematrixinaspacesoontofindoutdirectionability.Thiscapabilitywillhelpchildrenlearncolors,lines,shapes,form,space,readingmessagessuchasgraphics.Body-ActionSmart(Bodily-kinestheticintelligence)Body一theactionintelligent,isgoodatusingthewholebodytoexpressideasandfeelings,andusebothhandstoproduceortransformthingssmart；theintelligenceofthebody，豐.rT.奏樂器等?音樂智能要通過傾聽聲音、震動(dòng)形態(tài)、節(jié)奏以及音色的形式來培養(yǎng)和提咼。6.人際智能(Interpersonalintelligence)人際智能，是指察覺并區(qū)分他人的情緒，意向，動(dòng)機(jī)及感覺的能力；這包括對臉部表情，聲音和動(dòng)作的敏感性，辨別不冋人際關(guān)系的暗示以及對這些暗示做出適當(dāng)反應(yīng)的能力。這項(xiàng)能力將有助孩子學(xué)習(xí)包括對表情、聲音和動(dòng)作的敏感性，以辨別不冋人際關(guān)系的暗示，而對暗示做出適當(dāng)反應(yīng)，進(jìn)而可與人進(jìn)行有效交往的能力。學(xué)習(xí)特質(zhì)人際智能強(qiáng)的人通常比較喜歡參與團(tuán)體性質(zhì)的運(yùn)動(dòng)或游戲，如籃球，橋牌；而較不喜歡個(gè)人性質(zhì)的運(yùn)動(dòng)及游戲，如跑步，玩電動(dòng)玩具。當(dāng)他們遭遇問題時(shí)，他們比較愿意找別人幫忙；喜歡教別人如何做某件事?他們在人群中感覺很舒服自在，通常是團(tuán)體中的領(lǐng)導(dǎo)者。人際智能強(qiáng)的兒童靠他人的回饋來思考；對他們而言，理想的學(xué)習(xí)環(huán)境必須提供下列的教學(xué)材料及活動(dòng)：小組作業(yè)、朋友、群體游戲、社交聚會(huì)、社團(tuán)活動(dòng)、社區(qū)參與等。人際智能要通過人與人的交往，在與他人的溝通、合作中學(xué)習(xí)。7內(nèi)省智能(intrapersonalintelligence)內(nèi)省智能是個(gè)人自我了解、分析省思的能力，也就是建構(gòu)正確自我知覺的能力。簡單來說，就是有自知之明、對自己的價(jià)值很敏感、有發(fā)展良好自我感覺、有直覺能力、會(huì)自我激勵(lì)、懂得設(shè)定目標(biāo)并自我完成。這項(xiàng)能力將有助于孩子學(xué)習(xí)包括了解自己的優(yōu)缺點(diǎn)，認(rèn)識(shí)自己的情緒、動(dòng)機(jī)、興趣和愿望以及自尊、自省、自律、自主等。學(xué)習(xí)特質(zhì)includingspecialskills，suchasbalance，coordination，agility，strength,flexibilityandspeedaswellasbythecausedbytactileability.Thiscapabilitywillhelpchildrenlearnpitch,rhythm,melody，andsinging,playing,composing,musiccapabilities，andtheestablishmentofsoundsensitive。Allinall,naturalandhealthywayisthebestwaytoincludepeopleofvariousanimalsinchildhoodandtheneedtofullyplaythegame,andlayandlearnfromthechallengesandrealitiesofthefutureabilitytoadapttothefoundation;goodchildhooddevelopmentalsoneedsadequateanddiversegamingexperience,inordertoobtainsufficientquantitiesandqualityofperceptual-motorexperienceinordertofacilitatefuturedevelopment；Finallyworthmentioningisthatparentalcareresourcesshouldnotbemerelyinthemindofthosejustreferredto，buttobecomeactualresourceprovidersinvolvedininteraction，childrenspendmoretimewithinteractive，farmorethanmoneyfortheartsiscultivated.MusicalIntelligence(Musicalintelligence)Musicalintelligence，istodetect，identify,changeandabilitytoexpressmusic；theintelligenceincludingrhythm，pitch,melodyorsoundsensitivity。LearningcharacteristicsStrongmusicalintelligenceusuallyhaveagoodsingingvoice,tonecaneasilyidentifywhethertheRight，therhythmisverysensitive，oftenworkingside,onesidetolistento(orsinging)music，willplaymusicalinstruments,anewsongjustlistenseveraltimes，wecanveryaccuratelysingitout.Strongmusicalintelligenceofchildreninlearningtothinkthroughtherhythmofthemelody；forthem，theideallearningenvironmentmustprovidethefollowingteachingmaterialsandactivities：musicalinstruments,musictapes，CD,songanddancetime，listeningtomusic，playingplayingmusicalinstrumentsoIntelligentlisteningtomusicthroughsound，vibrationpatterns，rhythmandtimbreintheformoftrainingandimprovement.Interpersonalintelligence(Interpersonalintelligence)

內(nèi)省智能強(qiáng)的人通常能夠維持寫日記或睡前反省的習(xí)慣；常試圖由各種的回饋管道中了解自己的優(yōu)缺點(diǎn);經(jīng)常靜思以規(guī)劃自己的人生目標(biāo),且喜歡獨(dú)處。內(nèi)省智能強(qiáng)的兒童以深入自我的方式來思考；對他們而言，理想的學(xué)習(xí)環(huán)境必須提供他們秘密的處所、獨(dú)處的時(shí)間及自我選擇等。內(nèi)省智能是通過自我反思，以及對人生的不斷認(rèn)識(shí)和思考來提冋的.8自然智能(naturalistintelligence)自然智能就是對周遭生活環(huán)境的認(rèn)知與喜好表現(xiàn)，對自然的景物，例如植物、動(dòng)物、天文等都有誠摯的興趣、強(qiáng)烈的關(guān)懷.這項(xiàng)智能包括了對生物的分辨觀察能力,如動(dòng)物、植物的演化；對自然景物敏銳的注意力，如云、礦物、石頭的形成；以及對各種模型的辨認(rèn)力。學(xué)習(xí)特質(zhì)自然智能強(qiáng)的孩子，生活中的觀察力和好奇心都特別的強(qiáng).Interpersonalintelligencereferstotheemotionsofotherstodetectanddistinguishbetween,intention,motivationandtheabilitytofeel;Thisincludesfacialexpressions，soundandmotionsensitivity,andtoidentifydifferentrelationshipssuggestappropriateresponsestotheseimplytheabilityto.Thiscapabilitywillhelpchildrenlearntoincludefacialexpressions,soundandmotionsensitivity,toidentifydifferentrelationshipssuggestthattheappropriateresponsetothehint,andthenwithhumanabilitytointeracteffectively。LearningcharacteristicsInterpersonalintelligenceofthepeopleintheparticipatingorganizationsusuallypreferthenatureofsportorgame,suchasbasketball，bridge；andlesslikethepersonalnatureofsportsandgames，suchasrunning,playingvideogamesoWhentheyencounterproblems,theyaremorewillingtoaskotherstohelp;liketoteachothershowtodosomethingoTheyfeelverycomfortableinthecrowdatease,usuallygroupsofleadersoStronginterpersonalintelligenceofchildrenbythefeedbackofotherstothink;forthem，theideallearningenvironmentmustprovidethefollowingteachingmaterialsandactivities:groupwork,friends,groups,games，socialgatherings,communityactivities,communityinvolvementandsoon.Interpersonalintelligencethroughinteractionbetweenpeople,tocommunicatewithothers，cooperationinlearning.Intrapersonalintelligence(intrapersonalintelligence)Intrapersonalintelligenceistheindividualself—understanding，theabilitytoanalyzereflection,thatis,theabilitytobuildpositiveselfperception.Simplyput，thereisself—knowle