运用加德纳多元智能理论进行商务英语口语教学。
Teach business spoken English by using Gardner's Multiple Intelligences.
霍华德·加德纳的多元智能理论的确有趣，但它为什么重要呢？
Howard Gardner's theory of Multiple Intelligences is certainly interesting, but why is it important?
美国哈佛大学心理学教授霍华德·加德纳提出的多元智能理论，为我们进一步实施素质教育提供了全新的教育理念。
Harvard University psychology professor Howard Gardner proposed the theory of multiple intelligences for us to provide quality education to further the implementation of a new educational philosophy.
在《心智构架：多元智能理论》书中，霍华德·加德纳提出了一些有关人类心智有趣的新观念。
In his book "Frames of mind: the Theory of Multiple Intelligences," Howard Gardner introduces some interesting new ideas about the human mind.
本文集中探讨了美国当代著名教育家霍华德·加德纳的“多元智能理论”及其同美育的关系。
This article focuses on the relation between the multiple intelligences theory of Howard Gardner, a famous American educationalist of the time, and aesthetic education.
加德纳提出的多元智能理论是关于人类认知范畴最完整的论述。
The Multiple Intelligence Theory put forward by Dr. Garner is a full doctrine on human being's cognition.
本文指出，加德纳的“多元智能理论”是在二十世纪后半期，知识经济背景下，反对传统的“应试教育”的产物。
It argues that the multiple intelligences theory of Gardner is the product of traditional examination education in the background of knowledge economics in the second half of the 20 th century.
1983年美国教育心理学家霍华德·加德纳提出了一种新的智能理论——多元智能理论。
In 1983, American educational psychologist Howard Gardner put forward a new intelligence theory-multiple Intelligences.
美国著名心理学家加德纳突破传统智力理论，于1983年提出多元智能理论。
Howard Gardner, the famous American psychologist, made a breakthrough at the tradition intelligence theory and put forward multiple intelligences in1983.
加德纳的多元智能理论以一种更为开阔的视野，重新解释了人类的智能理论与人类学习的关系，给我们认识高中历史教学以新的启示。
As a more largo eyeshot, the multiple intelligences explains human multi-aptitude and human studies afresh, giving us a new revelation on the cognition of senior high school history teaching.
加德纳的多元智能理论以一种更为开阔的视野，重新解释了人类的智能理论与人类学习的关系，给我们认识高中历史教学以新的启示。
As a more largo eyeshot, the multiple intelligences explains human multi-aptitude and human studies afresh, giving us a new revelation on the cognition of senior high school history teaching.
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