Application of Multiple Intelligences Theory in Primary School English Teaching: A Comparative Study in Renqiu City
Year: 2025
Type: article
Abstract: Multiple Intelligences Theory is a typical educational theory of psychology, which has been widely used in classroom teaching in recent years due to its innovative thinking and characteristics. In China's English education of elementary school, under the pressure of examination, students can’t fully understand the meaning and purpose of English learning, and teachers’ teaching objectives are not clear, some schools have uneven teaching standards. According to English education of elementary schools and using of Multiple Intelligences Theory, this paper proposes how to apply Multiple Intelligences Theory in primary school English classes and what are the differences between that teaching method and the traditional teaching method? This paper takes questionnaire survey and comparative analysis method as research methods. By discussing the application of the theory in the classroom, students can give full play to their own intelligences, which is beneficial to promote English learning. Based on the questionnaire results, targeted teaching strategies were designed for eight types of intelligences (excluding existential intelligence, which is less relevant to primary school students), and an experimental teaching practice was conducted. The results showed that MIT-based teaching significantly stimulated students’ interest in English learning, improved their classroom participation, and differed from traditional teaching in terms of teacher roles, teaching concepts, and focus areas. Specifically, MIT-based teaching transformed teachers from knowledge imparters to facilitators, shifted the focus from exam performance to holistic development, and balanced the cultivation of multiple intelligences. This study concludes that the application of Multiple Intelligences Theory in primary school English teaching is conducive to promoting personalized learning and improving teaching effectiveness, providing valuable insights for primary school English educators.
Source: Transformative Pedagogies
DOI: 10.64229/9qkpj710
Author: Yu Lu
Institution: Jiangsu Normal University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4414443372
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