多元智力理论

多元智力理论 1.Background Howard Earl Gardener’s work has been marked by a desire not to just describe the world but to help to create the condition to change it. The scale of his contribution can be gauged from following comments in his introduction to the tenth anniversary edition of Howard Gardener’s classic work Frames Of Mind. The theory of multiple intelligences : 霍华德厄尔加德纳的研究不只是描述这个世界,而是造条件去改变它。他的贡献在十周年纪 念版的《霍华德加德纳的经典智力结构》这本书中有所介绍。多元智能的理论: In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings – initially a blank slate – could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early’ naïve’ theories of that challenge the natural lines of force within an intelligence and its matching domains. 全盛时期的心理和行为主义时代,人们普遍认为,智力是一个单一的实体,是可以继承的;而人 类——最初就像一张白纸可以通过训练学习任何东西,只需要有一个适当的方式。而现在越 来越多研究表明智能,是相互独立的,每个智能都有自己的长处和限制,出生时大脑是没有负 意外很难教授知识，这违背了早期的―自然‖的理论,挑战自然的力量促使知一种智能担的;但 及其匹配的区域发展。 One of the main impetuses for this movement has been Howard Gardner’s work. He has been, in Smith and Smith’s terms, a paradigm shifter. Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ test. He has also challenged the cognitive development work of Piaget. Bringing forward evidence to show that at any one time a child may be at very different stages for example, in number development and spatial/ visual maturation, Howard Gardner has successfully undermined the idea that knowledge at any one particular developmental stage hangs together in a structured whole. 这一运动的主要动力之一,是霍华德?加德纳的理论。霍华德?加德纳质疑认为智力是一个单一 的实体,从单因素结果来看,它可以简单地通过智商测试来衡量。他还质疑皮亚杰的认知发展 理论。他提出证据证明，在任何时候，孩子都可能会处于非常不同阶段,例如在数量上发展 和空间/视觉成熟方面。霍华德?加德纳已经成功地削弱了这样的想法:知识在任何一个特定 发展阶段都是与一个结构化的整体挂钩。 2. Overview of Multiple Intelligence Howard Gardner viewed intelligence as’ the capacity to solve proems or to fashion products that are valued in one more cultural setting’s (Gardner & H atch 1998). He reviewed the literature using eight criteria or’s of an intelligence: 2。多元智能的概述 霍华德?加德纳认为智力在某种社会或文化环境或文化环境的价值标准下，个体用以解决自 己遇到的真正的难题或生产及创造出有效产品所需要的能力。他回顾了文献使用八个标准 Potential isolation by brain damage. The existence of idiots savants, prodigies and other exceptional individuals. An identifiable core operation or set of operations. A distinctive development history, along with a definable set of’ end-state’ performances. An evolutionary history and evolutionary plausibility. Support from experimental psychological tasks. Support from psychometric findings. Susceptibility to encoding in a symbol system. (Howard Gardner 1983:62-69) 潜在的孤立的脑损伤。 白痴天才的存在,天才和其他特殊的个人。 一个可识别的核心操作或一组操作。 独特的发展历史,以及一组可定义的―最终状态‖表现。 一个进化历史和进化的合理性。 实验心理任务的支持。 心理研究结果的支持。 对编码符号系统。 Candidates for the title’ an intelligence’ had to satisfy a range of these criteria and must include, as a prerequisite, the ability to resolve’ genuine problems of difficulties’ (ibid:60) within certain cultural settings. Making judgements about this was, however, reminiscent more of an artistic judgement than of a scientific assessment’(ibid:60) Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two are ones that have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called’ personal intelligences’(Gardner 1999:41-43) 必须满足这些标准和必须拥有这些先决条件,才能在特定的文化背景下解决―真正困难的问 题‖。做出这种判断时,然而,人们联想到更多的感性判断而非科学评估‖ 霍华德?加德纳最初制定的列表包括七种智能。他的清单是临时的。前两个是那些在学校通 常体现的价值;接着的三个与艺术相关联;和最后两个是霍华德?加德纳所说的―个人智能‖ Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information.. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. 语言智能，包括口语和书面语言的能力,学习语言的能力和使用语言的能力，利用这些能力 完成特定的目标。这项智能包括有效地使用语言的能力清楚地表达自己的想法,和可以将语 言作为一种记忆信息的方式。作家、诗人、律师和演说家，霍华德?加德纳认为他们拥有着 很高的语言智能。 Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, in entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. 逻辑数学智能是逻辑地分析问题的能力,科学地进行数学运算和研究问题。霍华德?加德纳认 为,逻辑数学能力包括发现模式,演绎推理和逻辑思考。这种智能常常与科学和数学思维联系。 Musical intelligence involves skill in the performance, composition , and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. 音乐智能包括表演技能、作曲、音乐模式的欣赏。它包含着掌握和创作音乐的音高、音调和 节奏。据霍华德?加德纳的理论，音乐智能运行在一个和语言智几乎平行的结构中。 Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. 身体动觉智能需要使用全身或身体的某些部分来解决问题。它是使用心理能力来协调身体动 作的能力。霍华德?加德纳认为精神和体力活动相关。 Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. 空间智能，识别和利用广阔的空间和更大范围的领域的能力 Intrapersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence. 人际交往智能是指与人相处和交往的能力，表现为觉察、体验他人情绪、情感和意图并据此 做出适宜反应的能力。它促使人们有效地与他人合作。教育者,销售人员,宗教和政治领导人 和辅导员都需要良好的人际智能。 Intrapersonal intelligence entrails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. 自省智能, 是指认识洞察和反省自身的能力，表现为能够正确地意识和评价自身的情感、动 机、恐惧。在霍华德看来它包含有一个有效的工作模型,并可以使用这些信息来调节我们的 生活。 In Frames Of Mind Howard Gardner treated the personal intelligences’ as a piece’ .Because of their close association in most cultures, they are linked together. However, he still argues that it makes sense to think of two forms of personal intelligence. Gardner claimed that the seven intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems. 对于智力结构，霍华德?加德纳认为个人智能是相互联系的。因为他们的密切联系在大多数 文化中,它们连接在一起。然而,他仍然认为,可以认为存在两种形式的个人智能。加德纳称, 七个智能很少独立运作。他们同时使用,往往是相辅相成的,为人们开发技能或解决问题。 The theory of multiple intelligences suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. Gardner proposes seven primary forms: linguistic , musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal and interpersonal. 多元智能理论表明,有许多不同的形式的智能,每个人拥有在不同程度上的智能。加德纳提出 了七个主要形式:语言、音乐、逻辑数学、空间、身体动觉、自省和人际关系。 According to Gardner, the implication of the theory is that learning/teaching should focus on the particular intelligences of each person. For example, if an individual has strong spatial or musical intelligences, they should be encouraged to develop these abilities. Gardner points out that the different intelligences represent not only different content domains but also learning modalities. A further implication of the theory is that assessment of abilities should measure all forms intelligence, not just linguistic and logical-mathematical. 根据加德纳理论的含义是学习和教学应该关注每个人的特定的智能。例如,如果一个人有很 强的空间或音乐智能,他们应该被鼓励去发展这些能力。加德纳指出,不同的智能代表不仅不 同的内容领域,而且还包括学习形式。进一步影响能力的理论是,评估应该衡量所有形式的智 能,而不仅仅是语言和逻辑数学。 Gardner also emphasizes the cultural context of multiple intelligences. Each culture tend to emphasize particular intelligences. For example, Gardner discusses the high spatial abilities of the Puluwat people of the Caroline Islands, who use these skills to navigate their canoes in the ocean. Gardner also discusses the balance of personal intelligences required in Japanese society. 加德纳还强调多元智能的文化背景。每个文化倾向于强调特定的智能。例如,加德纳讨论的 高空间能力加罗林群岛的人们,他们可以使用一些技能即使独木舟出海。加德纳还讨论了日 本社会的个人智能需要平衡。