多元智能中英文对照.doc

在世界范围内广受推崇的多元智能（Multiple Intelligence）理论，是美国哈佛大学的Howard Gardner(霍华德·加德纳)教授在上个世纪八十年代提出的。 Howard Gardner（霍华德·加德纳）教授认为，每个人都具有多元智能，即八大智能，尽管每个人在这些智能上的表现各有差异，但只要通过不同的方式进行结合和运用，就能完成不同的工作及解决不同的问题。
　　多元智能，即八大智能，代表了每个人所具有的八种不同的能力，分别为：语言智能(Linguistic intelligence)、逻辑－数学智能(logical-mathematical intelligence)、视觉空间智能(Spatial intelligence)、肢体－动作智能(Bodily-kinesthetic intelligence)、音乐智能(Musical intelligence) 、 人际智能(Interpersonal intelligence)、内省智能(Interpersonal intelligence) 和自然智能（Naturalist intelligence）。
　　■ 每一个人都具备所有的多元智能
　　每个人都具备多元智能的潜能，但每个人智能发展的程度各有不同。少数人好象在所有的或大多数智能中都具有极高的水准；另一些人因发展障碍，好象除了具有最初步的智能外，缺乏其它所有的智能；绝大多数的人处于这两极端之间，某些智能很发达，某些智能一般，其余的智能较不发达。
　　■ 大多数人的智能可以发展到充分胜任的水准
　　如果给予适当的鼓励和指导，每个人都有能力使所有的智能发展到一个适当的水准。以铃木才艺教育课程 (Suzuki Talent Education Program) 为例，音乐天赋一般的人在高度支持环境 (家长的参与，从小听古典音乐) 的影响下，假以时日亦可以演奏出程度相当高的钢琴和小提琴曲。
　　■ 智能通常以复杂的方式统合运作
　　为了方便说明，理论上将智能分成八种；但在实际生活中，智能的运作不是独立的，而是相互统合的。当儿童在玩团体游戏时他需要运用语言智能与他人沟通以了解游戏规则，运用逻辑数学智能以计算分数，运用空间智能以了解并使自己适应游戏的场所，运用肢体运作智能以便执行敏捷的传球，运用音乐智能听老师的琴声讯号行动，运用人际智能以领导本队团结对外用内省智能来控制自己的情绪。
　　■ 每一项智能都有不同的表现方法
　　以语言智能而言，某人可能不识字，但能讲述生动的故事。以肢体运作智能而言，某人可能不擅长运动但能制作精美的手工艺品。每一项智能里都有多种表现智能的方法。
　　■ 亲人和老师可能启发与关闭儿童的智能
　　Howard Gardner（霍华德·加德纳）教授提出明朗化经验 (crystallizing experiences) 与麻痹化经验 (paralyzing experiences) 的观念以说明师长的作为可以如何启发与关闭儿童的智能。 明朗化与麻痹化经验是一个人智能发展的转折点，可能发生在一生中的任何时候，但通常发生在童年的早期。例如，小提琴家曼纽因 (Yehudi Menuhin) 在不满四岁的时候，他的父母带他去听旧金山交响乐团的演奏会，这个经历使他十分着迷，后来他向父母要求一把小提琴作为生日礼物，并要那天晚上演奏的小提琴独奏者教他演奏。这个明朗化经验开启了儿童时期曼纽因的音乐智能。相反的，麻痹化经验指的是关闭智能的过程。公开的羞辱，愤怒，恐惧等负面的情绪通常会阻碍儿童的智能发展。另外环境的因素(是否有机会接近资源或良师益友)也有可能促进或妨碍智能的发展。

多元智能简介
　　1.语言智能(Linguistic intelligence)
　　语言智能，就是能有效运用口头语言和书面文字来表达自己的想法，并能了解他人的能力。这项智能包括把文法、音韵学、语义学、语言实用学结合在一起并运用自如的能力。
　　这项能力将有助于孩子学习语言的结构、发音、意思、修辞，并进而加以结合作实际的使用。
　　在帮助孩子发展语言能力的过程中，一定要注意按照孩子的发展顺序和学习兴趣施以影响，注意每个孩子的个体差异，不要与其它孩子攀比，因为“火车晚点，不一定会误船”。

　2.逻辑－数学智能(Logical-mathematical intelligence)
　　逻辑－数学智能，就是指能有效运用数字和推理的能力。这项智能包括对逻辑的方式和关系， 陈述和主张，功能及其它相关的抽象概念的敏感性。
　　这项能力将有助于孩子学习计算、分类、分等、概括、推论、假设、逻辑、陈述和因果，以及其它相关抽象概念。

　3.视觉空间智能(Spatial intelligence)
　　视觉空间智能，是指准确的感觉视觉空间， 并把所感觉到的表现出来的能力。这项智能包括对色彩， 线条， 形状， 形式， 空间及它们之间关系的敏感性， 也包括将视觉和空间的想法具体地在脑中呈现出来， 以及在一个空间的矩阵中很快找出方向的能力。
　　这项能力将有助于孩子学习色彩、线条、形状、形式、空间、解读图形讯息等。
　　4.肢体－动作智能(Bodily- kinesthetic intelligence)
　　肢体－动作智能，是指善于运用整个身体来表达想法和感觉， 以及运用双手灵巧地生产或改造事物; 这项智能包括特殊的身体技巧， 如平衡、 协调、 敏捷、 力量、 弹性和速度以及由触觉所引起的能力。
　　这项能力将有助于孩子学习音调、节奏、旋律，及歌唱、演奏、作曲、音乐创作等能力，并建立对音质的敏感。
　　总而言之，自然健康的方式就是最好的方式，包括人的各种动物在童年时都需要充分地玩乐与游戏，并从中奠定并学习未来适应并挑战现实环境能力的基础；良好的童年发展也需要充分且多元的游戏经验，以获得足量且优质的知觉动作经验以利未来发展所需；最后值得一提的是，父母的关心不应仅只于资源转介者的心态而已，而是要成为实际介入互动的资源提供者，多花一点时间与孩童互动，远胜过十分金钱用于技艺栽培。

5.音乐智能(Musical intelligence)
　　音乐智能，是指察觉，辨别，改变和表达音乐的能力；这项智能包括对节奏，音调，旋律或音色的敏感性。
　　学习特质
　　音乐智能强的人通常有很好的歌喉，能轻易辨别出音调准不准，对节奏很敏感，常常一面工作，一面听 (或哼唱) 音乐，会弹奏乐器，一首新歌只要听过几次，就可以很准确地把它唱出来。
　　音乐智能强的儿童在学习时是透过节奏旋律来思考；对他们而言，理想的学习环境必须提供下列的教学材料及活动：乐器、音乐录音带、CD、唱游时间、听音乐会、弹奏乐器等。
　　音乐智能要通过倾听声音、震动形态、节奏以及音色的形式来培养和提高。

6.人际智能(Interpersonal intelligence)
　　人际智能，是指察觉并区分他人的情绪，意向，动机及感觉的能力；这包括对脸部表情，声音和动作的敏感性，辨别不同人际关系的暗示以及对这些暗示做出适当反应的能力。
　　这项能力将有助孩子学习包括对表情、声音和动作的敏感性，以辨别不同人际关系的暗示，而对暗示做出适当反应，进而可与人进行有效交往的能力。
　　学习特质
　　人际智能强的人通常比较喜欢参与团体性质的运动或游戏， 如篮球， 桥牌; 而较不喜欢个人性质的运动及游戏， 如跑步， 玩电动玩具。 当他们遭遇问题时， 他们比较愿意找别人帮忙; 喜欢教别人如何做某件事。他们在人群中感觉很舒服自在， 通常是团体中的领导者。
　　人际智能强的儿童靠他人的回馈来思考; 对他们而言， 理想的学习环境必须提供下列的教学材料及活动: 小组作业、 朋友、 群体游戏、 社交聚会、社团活动、社区参与等。
　　人际智能要通过人与人的交往，在与他人的沟通、合作中学习。

7内省智能(intrapersonal intelligence)
　　内省智能是个人自我了解、分析省思的能力，也就是建构正确自我知觉的能力。简单来说，就是有自知之明、对自己的价值很敏感、有发展良好自我感觉、有直觉能力、会自我激励、懂得设定目标并自我完成。
　　这项能力将有助于孩子学习包括了解自己的优缺点，认识自己的情绪、动机、兴趣和愿望，以及自尊、自省、自律、自主等。
　　学习特质
　　内省智能强的人通常能够维持写日记或睡前反省的习惯；常试图由各种的回馈管道中了解自己的优缺点；经常静思以规划自己的人生目标，且喜欢独处。
　　内省智能强的儿童以深入自我的方式来思考; 对他们而言， 理想的学习环境必须提供他们秘密的处所、 独处的时间及自我选择等。
　　内省智能是通过自我反思，以及对人生的不断认识和思考来提高的。

　8　自然智能（naturalist intelligence）
　　自然智能就是对周遭生活环境的认知与喜好表现，对自然的景物，例如植物、动物、天文等都有诚挚的兴趣、强烈的关怀。
　　这项智能包括了对生物的分辨观察能力，如动物、植物的演化；对自然景物敏锐的注意力，如云、矿物、石头的形成；以及对各种模型的辨认力。
　　学习特质
　　自然智能强的孩子，生活中的观察力和好奇心都特别的强。

In the world of multiple intelligences is widely recognized (Multiple Intelligence) theory, is Harvard University's Howard Gardner (Howard Gardner), Professor in the eighties of last century's. Howard Gardner (Howard Gardner), Professor, that everyone has multiple intelligences, eight intelligences that, although each person's performance on each of these differences in intelligence, but as long as different ways to combine and use, can be done different tasks and solve different problems.
Multiple intelligences, eight intelligences that represents each person has eight different capacity, namely: linguistic intelligence (Linguistic intelligence), logical - mathematical intelligence (logical-mathematical intelligence), visual-spatial intelligence (Spatial intelligence), physical - Action Smart (Bodily-kinesthetic intelligence), musical intelligence (Musical intelligence), interpersonal intelligence (Interpersonal intelligence), intrapersonal intelligence (Interpersonal intelligence) and natural intelligence (Naturalist intelligence).
■ everyone has all of the multiple intelligences
Everyone has the potential of multiple intelligences, but each one varying degrees of intellectual development. If a few people in all or most intelligent of all has a very high standard; others because of obstacles to development, if in addition to the initial intelligence, the lack of all other intelligent; the vast majority of people in the two extremes, some intelligence is developed, some of the intelligent general, the rest of the intelligence of the less developed.
■ Most people's intelligence can be developed to fully competent level
If given proper encouragement and guidance, each person has the ability to make all of the intellectual development to an appropriate level. Suzuki Talent Education program (Suzuki Talent Education Program), for example, musical talent the average person in a highly supportive environment (the participation of parents, grew up listening to classical music) under the influence, over time can also play a rather high degree of piano and violin music .
■ Intelligent often in complex ways to the operation of integration
For illustration, in theory, will be divided into eight kinds of intelligence; but in real life, intelligence operations are not independent, but the mutual integration. When a group of children playing the game, he needs to use language to communicate with others in order to understand the smart rules of the game, the use of logical-mathematical intelligence to calculate the score, the use of spatial intelligence to understand and to adapt themselves to the game site, the use of operational intelligence to perform physical agility pass, the use of music to listen to the teacher's sound signals intelligence operation, the use of interpersonal intelligence to lead the team of external unity with intrapersonal intelligence to control their emotions.
■ Each has a different performance of the smart way
To linguistic intelligence, a person may be illiterate, but it can tell a vivid story. The physical operation of the intelligent, a person may not be good at sports but can produce beautiful handicrafts. Each has a variety of intelligence in the performance of the smart way.
■ relatives and teachers may be inspired and intelligent children off
Howard Gardner (Gardner Howard) Professor clarified experience (crystallizing experiences) and paralysis of the experience (paralyzing experiences) to illustrate the concept of teachers as to how to inspire children's intelligence and off.Clarified with the paralysis of the experience is a turning point in human intellectual development may occur at any time in life, but usually occurs in early childhood. For example, the violinist Menuhin (Yehudi Menuhin) in the unhappy year-old, his parents took him to listen to the San Francisco Symphony's concert, so he was very fascinated by this experience, he later asked a violin to the parents as a birthday gift and to play that night taught him to play the violin soloist. This became clear on the experience of childhood Menuhin's musical intelligence. On the contrary, the paralysis of experience refers to the process of intelligence is off.Public humiliation, anger, fear and other negative emotions often impede the child's intellectual development. Other environmental factors (whether the resources or the opportunity to close mentor) may also promote or hinder intellectual development.

Introduction to Multiple Intelligences
Linguistic intelligence (Linguistic intelligence)
Linguistic intelligence, is able to effectively use oral language and written words to express their ideas and the ability to understand others. This intelligence includes the grammar, phonology, semantics, language and practical learning combined with the ability to use freely.
This capability will help children learn the language structure, pronunciation, meaning, rhetoric, and thus be combined for practical use.
Help children develop language skills in the process, we must pay attention to the development in accordance with the child's interest to impose order and learning effects, attention to each child's individual differences, not comparisons with other children, because "the train was late, not necessarily wrong boat." .
Logical - mathematical intelligence (Logical-mathematical intelligence)
Logical - mathematical intelligence, refers to the effective use of numbers and reasoning ability. This intelligence includes the way of logic and relationships, statements and claims, the abstract concept of function and other related sensitivity.
This capability will help children to learn computing, sorting, grading, general, inferences, assumptions, logic, and cause and effect statements, and other related abstractions.
Visual-spatial intelligence (Spatial intelligence)
Visual-spatial intelligence, is precisely the feeling of visual space, and to the sense of demonstrated ability. The intelligence includes color, line, shape, form, space and the sensitivity of the relationship between them, including the visual and spatial ideas presented specifically in the brain, as well as the matrix in a space soon to find out direction ability.
This capability will help children learn colors, lines, shapes, form, space, reading messages such as graphics.
Body - Action Smart (Bodily-kinesthetic intelligence)
Body - the action intelligent, is good at using the whole body to express ideas and feelings, and use both hands to produce or transform things smart; the intelligence of the body, including special skills, such as balance, coordination, agility, strength, flexibility and speed as well as by the caused by tactile ability.
This capability will help children learn pitch, rhythm, melody, and singing, playing, composing, music capabilities, and the establishment of sound sensitive.
All in all, natural and healthy way is the best way to include people of various animals in childhood and the need to fully play the game, and lay and learn from the challenges and realities of the future ability to adapt to the foundation; good childhood development also needs adequate and diverse gaming experience, in order to obtain sufficient quantities and quality of perceptual-motor experience in order to facilitate future development; Finally worth mentioning is that parental care resources should not be merely in the mind of those just referred to, but to become actual resource providers involved in interaction, children spend more time with interactive, far more than money for the arts is cultivated.
Musical Intelligence (Musical intelligence)
Musical intelligence, is to detect, identify, change and ability to express music; the intelligence including rhythm, pitch, melody or sound sensitivity.
Learning characteristics
Strong musical intelligence usually have a good singing voice, tone can easily identify whether the Right, the rhythm is very sensitive, often working side, one side to listen to (or singing) music, will play musical instruments, a new song just listen several times, we can very accurately sing it out.
Strong musical intelligence of children in learning to think through the rhythm of the melody; for them, the ideal learning environment must provide the following teaching materials and activities: musical instruments, music tapes, CD, song and dance time, listening to music, playing playing musical instruments.
Intelligent listening to music through sound, vibration patterns, rhythm and timbre in the form of training and improvement.
Interpersonal intelligence (Interpersonal intelligence)
Interpersonal intelligence refers to the emotions of others to detect and distinguish between, intention, motivation and the ability to feel; This includes facial expressions, sound and motion sensitivity, and to identify different relationships suggest appropriate responses to these imply the ability to .
This capability will help children learn to include facial expressions, sound and motion sensitivity, to identify different relationships suggest that the appropriate response to the hint, and then with human ability to interact effectively.
Learning characteristics
Interpersonal intelligence of the people in the participating organizations usually prefer the nature of sport or game, such as basketball, bridge; and less like the personal nature of sports and games, such as running, playing video games. When they encounter problems, they are more willing to ask others to help; like to teach others how to do something. They feel very comfortable in the crowd at ease, usually groups of leaders.
Strong interpersonal intelligence of children by the feedback of others to think; for them, the ideal learning environment must provide the following teaching materials and activities: group work, friends, groups, games, social gatherings, community activities, community involvement and so on.
Interpersonal intelligence through interaction between people, to communicate with others, cooperation in learning.
Intrapersonal intelligence (intrapersonal intelligence)
Intrapersonal intelligence is the individual self-understanding, the ability to analyze reflection, that is, the ability to build positive self perception. Simply put, there is self-knowledge, their value is very sensitive, well-developed sense of self, have an instinctive ability to be self-motivated, know how to set goals and self-fulfillment.
This includes the ability to help children learn to understand their own strengths and weaknesses, understand their emotions, motives, interests and aspirations, and self-esteem, self-reflection, self-discipline, self and other.
Learning characteristics
Intrapersonal intelligence are usually able to maintain a strong diary or bedtime habits of reflection; often tried by a variety of feedback channels in the understanding of their strengths and weaknesses; often retreat to plan their goals in life, and likes to be alone.
Intrapersonal intelligence and strong children