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.
本文分析了美国心理学家加德纳提出的多元智力理论对特殊教育的影响。
The author analyses the impact of the Theory on Multiple Intelligence presented by U.
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.
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.
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.
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.
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.
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.
“研究性学习”的理论基础是建构主义理论、多元智力说等理论。
The "Inquiring Study" based on the "constructivism Theory" and "Multiple Intelligence Theory".
多元智能理论与传统智能理论的主要区别有：本质内涵不同、评估方式不同、对影响智力形成因素的观点不同。
Pluralistic intelligence theory differs from traditional intelligence theory in contents, assessing system, and opinions affecting the cultivation of intelligence.
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.
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.
多元智能理论是一种全新的区别于传统智力理论的智能理论。
Multiple intelligence is a new theory distinguishing from traditional intelligence one.
他于1983年出版的《智力的结构：多元智能理论》(Frames ofMind：The Theory of MultipleIntelligences)一书，引发了关于人类智能的争论，一直持续至今。
His 1983 publication, Frames of Mind: The Theory of Multiple Intelligences, started a debate on human intelligence that continues to this day.
多种智力理论认为智力具有多元化的性质，人的智力活动是多种智力分工并协同作用的结果。
The theory of Multiple Intelligences holds that individual's intelligence is presented in various ways and it is the result of the division and collaboration of the brain.
多种智力理论认为智力具有多元化的性质，人的智力活动是多种智力分工并协同作用的结果。
The theory of Multiple Intelligences holds that individual's intelligence is presented in various ways and it is the result of the division and collaboration of the brain.
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