Abstract:

Based on the Multiple Intelligence Theory (MI theory), this paper mainly studies the following two questions: first, whether the application of MI theory in English reading teaching can improve students’ reading ability? Second, whether the application of MI theory in English reading teaching can arouse students’ reading interest. The author compares two eighth grade classes of  junior middle school through experiment, questionnaire survey and test. Research results show that the application of MI theory in English reading teaching is good for arousing students’ reading interest, improving students’ reading ability and promoting the development of students’ multiple intelligences. This research can help teachers better understand the application of multiple intelligences in class, realize the diversity of students and design flexible way to meet the needs of students.

Key words: multiple intelligences theory; teaching of English reading; reading interest

摘要:

本文从多元智能理论着手探讨初中英语阅读教学，主要研究以下两个问题：第一、在英语阅读教学中运用多元智能理论能否提高初中学生英语阅读水平；第二、通过多元智能开发的丰富活动形式来改进英语阅读教学方式，能否激发学生的阅读兴趣，培养学生的阅读能力。作者通过实验、问卷调查和测试的方法对初中八年级的两个班进行了对比研究。研究结果表明将多元智能理论运用到英语教学中，有利于激发学生的学习兴趣、提高学生的阅读能力，促进学生多元智能的发展。本研究有助于教师更好地理解多元智能在课堂上的应用，认识到学生的多样性。

关键词：多元智能理论；英语阅读教学；阅读兴趣

1. Introduction 
The New English Course Standard put forward higher requirement for junior middle school students’ English reading level. However, reading teaching is the weak point in junior middle school English teaching because of the restrictions of lexical limitation, native language thoughts and customs. In traditional English classes, teachers’ talking time dominates the whole class and students are always busy taking notes without chances of participation. Grammar knowledge and vocabulary analysis are over-emphasized, while students’ ability of using language for real communication is neglected. The students form the bad reading habit, their reading speed is slow and scope of knowledge is narrow. As a result, students’ strong potential intelligences are ignored and they become inactive in English reading.