Teaching to student diversity in higher education: how Multiple Intelligence Theory can help
Teaching to student diversity in higher education: how Multiple Intelligence Theory can help
复制标题
DOI：
10.1080/1356251042000252363
复制
发表时间：
2004-10-01
影响因子：
2.6
通讯作者：
Barrington, E
中科院分区：
文献类型：
--
作者：
Barrington, E
虽然霍华德加德纳的多元智能理论是在20世纪80年代构思的，并已被一些小学和中学付诸实践，但它在高等教育中很少受到关注，除了争论该理论是否可以应用于高等教育的学生。“在本文中，我想问为什么会这样，我会认为，由于大学正在经历快速变化，无论是在客户和社会需求，多元智能可能是一个工具，其中一些需求得到满足。我还将报告对参加多元智能研讨会的学者进行的一项调查，以及他们是否将这些想法视为高等教育的有用教学工具。在我的介绍之后，我将简要概述多元智能理论，并解释为什么它可以被认为是一种包容性的教育学。然后，我讨论了高等教育正在发生的变化，特别是关于学生的多样性，并建议大学一直缓慢，以适应这种多样性在他们的教学/学习策略。我认为，多元智能理论可以走很长的路要弥合差距。
Although Howard Gardner's theory of Multiple Intelligence was conceived in the 1980s and has been put into practice by some primary and secondary schools, it has received scant attention in higher education, apart from debates on whether or not the theory can be applied to students in tertiary education.' In this paper, I want to ask why this is so, and I will argue that since universities are undergoing rapid change, both in clientele and demands by society, Multiple Intelligence could be a vehicle by which some of these demands are met. I will also report on a survey of academics who attended workshops on Multiple Intelligence, and whether they viewed the ideas as useful pedagogical tools for higher education. After my introduction I will briefly outline the theory of Multiple Intelligence and explain why it can be considered an inclusive pedagogy. I then discuss the changes that are occurring in higher education, especially with regard to diversity of the student body and suggest that universities have been slow to accommodate this diversity in their teaching/learning strategies. I argue that Multiple Intelligence Theory could go a long way to bridging the gap.