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随着我国新课程教育改革的正式启动,传统的教学模式已难以满足当今社会对多元化人才的需求,因而教学观念的更新与学习方式的变革受到了广泛而高度的重视。地理学科区域性、边缘性和生活性的学科特点决定了高中地理必然要采用不同于其他学科的教学策略,美国哈佛大学加德纳教授提出的多元智能理论为寻找这种新策略提供了导向。本文拟以智能理论为指导,尝试对传统地理教学模式进行改革,从一些实验教学情境中去挖掘每一个学生或多或少拥有的七种多元智力,通过对学生的多元化评价,确定最有利于学生学习的教学方法与策略,从而在可能范围内促进每个学生智力潜能得到最大化、最优化的发展。
With the official launch of the new curriculum reform in our country, the traditional teaching model has been unable to meet the needs of diversified talents in today’s society. Therefore, the renewal of teaching concepts and the transformation of learning styles have received widespread and high attention. The characteristics of the regional, marginal and living disciplines of geography determine that high school geography will inevitably adopt a teaching strategy different from other disciplines. The multi-intelligence theory proposed by Professor Gardner of Harvard University will provide guidance for finding such a new strategy. This paper intends to use the guidance of the intelligent theory to try to reform the traditional geography teaching mode and to dig out the seven kinds of multiple intelligences that each student possesses more or less from some experimental teaching situations. Based on the multiple evaluation of the students, Conducive to student learning teaching methods and strategies, so as to promote the potential of each student to maximize the intellectual potential, the optimal development.