So the choice of experiment topics and contents , experiment instruction and experiment evaluation should make appropriate changes to develop study - learning facing the students . we should change the traditional experiment teaching situation which puts undue stress on the proficiency of experiment operating shills but overlooks the cultivation of the students " visual - spatial intelligence 化學(xué)教學(xué)是“以實(shí)驗(yàn)為基礎(chǔ)”的,研究性學(xué)習(xí)必然要體現(xiàn)這一特征,這就要求實(shí)驗(yàn)課題和內(nèi)容的選擇、實(shí)驗(yàn)指導(dǎo)和評(píng)價(jià)作出相應(yīng)的變化,面向全體學(xué)生開(kāi)展研究性學(xué)習(xí)。
They are verbal - linguistic intelligence , logical - mathematical intelligence , visual - spatial intelligence , bodily - kinesthetic intelligence , interpersonal intelligence , intra - personal intelligence and musical - rhythmic intelligence . the seven particular intelligences emphasize that the intelligence should be practiced in the practice and can be influenced by environment and education . however the method , which is used to looking on multiple intelligences in many dimensions is put importance on by the theory of multiple intelligence itself 多元智力理論認(rèn)為個(gè)體存在著7種相對(duì)獨(dú)立的智力,即言語(yǔ)語(yǔ)言智力,數(shù)理邏輯智力,視覺(jué)空間智力,身體運(yùn)動(dòng)智力,人際交往智力,自知反省智力和音樂(lè)節(jié)奏智力,并指出這7種智力具有獨(dú)特性,強(qiáng)調(diào)的是實(shí)際的能力,并受環(huán)境和教育的影響,而多元智力理論本身重視的是多維地看待智力的方法。