文章阐述了多元智力理论的缘起、内容和性质。
This article elaborates the theory's origin, content and nature.
多元智力理论是我国近年来关注较多的国外教育思潮之一。
The theory of multiple intelligence, as one of foreign educational trends of thought, has been received our attention.
多所多元智力学校的开办成功，也证明这一理论的实践意义。
The success in some schools has proved its practical significance.
一是透过多元智力而教，通过不同的多元智力渠道学习同一内容。
The other is teaching through multiple intelligences, that is learning the same content through different routes of multiple intelligences.
多元智力理论强调智力的多元性、实践性、可塑性和评估的活动性。
In multiple intelligence theory, the multiplicity, practicality, plasticity of the intelligence, and the activity of evaluation is emphasized.
用人本主义、建构主义、多元智力和愉快教学等理论来支持本研究。
The study is based on Humanism, Constructivism, Multi-intelligences and Happy Teaching theories.
斯腾伯格试图用三元智力理论来调和多元智力观与一元智力观的矛盾。
Sternberg wanted to coordinate the contradiction between monism and pluralism with the theory of triple intelligence.
基于这一理念，构筑新课程教学评价体系的理论基础则是多元智力理论。
On the basis of this, the theory of multiple intelligences should be the base of building new curriculum teaching assessment system.
学校教育通过对多元智力潜能的开发，使每个人都达到人生最大的成功。
School education can help students obtain the greatest success in their lives by exploit the potentialities of multiple intelligences.
创造教育是当今教育的热门话题；多元智力理论是人类智力认识上的飞跃。
Creative education is a hot topic while the Multi-intelligence theory is a great leap in the understanding of intelligence.
第五部分论述了多元智力理论本身和本研究存在的不足以及对本研究的希望。
The fifth part discusses the multiple intelligences theory itself and the shortcomings of this study and the hope of this study.
首先提出了多元智力理论指导地理现代教育技术应用的过程中必须坚持的几个理念。
The multiple intelligence theories is in geography modern education technique the applied principle, principle and the method.
多元智力理论认为，每一个体的智力都是多元的，都具有自己的特点和独特的组合方式。
Theory of multiple intelligence thinks that the intelligence of everyone's is multiple and has its specialty and unique combination manner.
质性评价理论与多元智力理论、建构主义学习理论、后现代主义思想具有内在的一致性。
Furthermore, the relation of qualitative evaluation with the theories of Multiple Intelligences, constructivism and postmodernism is consistent.
近年来，在西方一些国家，多元智力理论已成为一种非常行之有效的指导教学的思想理论。
In recent years, in some western countries, multi-intelligence theory has become an effective ideological theory in teaching.
有关幼儿多元智力研究在我国的开展也有20多年了，多元智力教学也成为幼儿园的重要研究课题。
The research of infant multiple intelligences has developed for more than 20 years in China. Multiple intelligences teaching has become an important research topic in kindergarten.
本文基于多元智力理论、建构主义学习理论评价观，阐述了学生学习评价的内涵、目的、特征和功能。
I will introduce the content, purpose, character and function of evaluation of students' studying in my report.
1983年，美国哈佛大学加德纳教授提出了多元智力理论并在世界各国教学改革中产生了巨大的影响。
In 1983, Professor Gardiner of Harvard University proposed the plural intelligence theory and exerted an enormous influence in the course reform all over the world.
基于项目的学习的理论基础主要有建构主义学习理论、杜威的实用主义教育理论和加德纳的多元智力理论。
The theoretical foundations of PBL have mainly constructivism learning theory, Deavy's pragmatism education theory and Gardner's theory of Multiple Intelligence.
罗尔斯的正义理论、加德纳的多元智力理论以及全纳教育思想为人们追求和实现课堂教学公平提供了理论基础。
Rawls's Justice, Howard Gardner's Multiple Intelligences Theory, Inclusive Education Theory offer the theoretical foundation for us to pursue and realize the fairness of classroom instruction.
本文尝试基于多元智力理论，探索电类专业课教学的有效策略，旨在为中职电类专业课教学改革提供一些借鉴和参考。
Based on the theory of multiple intelligences, this essay is aiming at exploring effective strategies of electric courses so as to assist the reformation of them.
文章最后指出，随着国内外对多元智力理论及其指导之下的教育观的不断研究，我国的儿童美术教育也将会得到进一步的完善。
In the end, the thesis concludes that with the continuous study on the theory of multiple intelligences and its view of education, our country's children art education will be more perfect.
多元智力理论认为，智力是在某种社会或文化环境标准下，个体用以解决自己遇到的真正难题或生产及创造出有效产品的能力。
The diverse intelligence theory believes that intelligence is a kind of ability an individual USES to solve a difficult problem he meets or to create and produce effective products.
最后，在评价时实行多元化教学评价，重视学生的物理学习过程，允许学生对物理知识进行自我建构，承认学生的多元智力存在。
Lastly, a evaluation should be applied, thinking much of the learning process, permitting the self-constructing of knowledge and accepting the exist of multiple intelligence.
在多元文化社会中，人们可以研究彼此的文化，培养跨文化能力，如批判性和反思性思维，以及智力灵活性。
In multi-cultural societies, people can study each other's cultures, to develop intercultural competencies, such as critical and reflective thinking, and intellectual flexibility.
这一切的要求是在多元宇宙中我们的宇宙在自然进化，直到至少有一个宇宙中的智能大致达到了我们的智力水平。
All that is required is that evolution occurs naturally in the multiverse until, in at least one universe, intelligence reaches roughly our level.
运用多元智能理论在智力落后儿童教育中进行了多方面的实践和研究。
There are a lot of practice and researches on application of multiple intelligences theory in education for mentally retarded children.
然后分析了他的四种智力、十种能力与十四种智能，以及他的多元智能论的特点和缺点。
In the article, four kinds of mentalities, ten sorts of competence, fourteen kinds of intelligence as well as the advantages and disadvantages of Liu Shao s multiple intelligence are analyzed.
然后分析了他的四种智力、十种能力与十四种智能，以及他的多元智能论的特点和缺点。
In the article, four kinds of mentalities, ten sorts of competence, fourteen kinds of intelligence as well as the advantages and disadvantages of Liu Shao s multiple intelligence are analyzed.
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