多元智能中英文对照

多元智能中英文比较多元智能中英文比较多元智能中英文比较在世界范围内广受尊崇的多元智能（MultipleIntelligence）理论，是美国哈佛大学的HowardGardner(霍华德·加德纳)教授在上个世纪八十年代提出的。HowardGardner（霍华德·加德纳）教授以为，每一个人都拥有多元智能，即八大智能，尽管每一个人在这些智能上的表现各有差异，但只要经过不一样的方式进行结合和运用，就能完成不一样的工作及解决不一样的问题。多元智能，即八大智能，代表了每一个人所拥有的八种不一样的能力，分别为：语言智能(Linguisticintelligence)、逻辑－数学智能(logical-mathematicalintelligence)、视觉空间智能(Spatialintelligence)、肢体－动作智能(Bodily-kinestheticintelligence)、音乐智能(Musicalintelligence)、人际智能(Interpersonalintelligence)、自察智能(Interpersonalintelligence)和自然智能（Naturalistintelligence）。■每一个人都具备全部的多元智能每一个人都具备多元智能的潜能，但每一个人智能发展的程度各有不一样。少量人好象在全部的或大多数智能中都拥有极高的水平；另一些人因发展阻碍，好象除了拥有最先步的智能外，缺少其余全部的智能；绝大多数的人处于这两极端之间，某些智能很发达，某些智能一般，其余的智能较不发达。■大多数人的智能可以发展到充分胜任的水平假如恩赐合适的鼓舞和指导，每一个人都有能力使全部的智能发展到一个合适的水平。以铃木才艺教育课程(SuzukiTalentEducationProgram)为例，音乐天赋一般的人在高度支持环境(家长的参加，从小听古典音乐)的影

Intheworldofmultipleintelligencesiswidelyrecognized(MultipleIntelligence)theory,isHarvardUniversity'sHowardGardner(HowardGardner),Professorintheeightiesoflastcentury's.HowardGardner(HowardGardner),Professor,thateveryonehasmultipleintelligences,eightintelligencesthat,althougheachperson'sperformanceoneachofthesedifferencesinintelligence,butaslongasdifferentwaystocombineanduse,canbedonedifferenttasksandsolvedifferentproblems.Multipleintelligences,eightintelligencesthatrepresentseachpersonhaseightdifferentcapacity,namely:linguisticintelligence(Linguisticintelligence),logical-mathematicalintelligence(logical-mathematicalintelligence),visual-spatialintelligence(Spatialintelligence),physical-ActionSmart(Bodily-kinestheticintelligence),musicalintelligence(Musicalintelligence),interpersonalintelligence(Interpersonalintelligence),intrapersonalintelligence(Interpersonalintelligence)andnaturalintelligence(Naturalistintelligence).everyonehasallofthemultipleintelligencesEveryonehasthepotentialofmultipleintelligences,buteachonevaryingdegreesofintellectualdevelopment.Ifafewpeopleinallormostintelligentofallhasaveryhighstandard;othersbecauseofobstaclestodevelopment,ifinadditiontotheinitialintelligence,thelackofallotherintelligent;thevastmajorityofpeopleinthetwoextremes,someintelligenceisdeveloped,someoftheintelligentgeneral,therestoftheintelligenceofthelessdeveloped.响下，假以时间亦可以演奏出程度相当高的钢琴和小提琴曲。■智能平时以复杂的方式统合运作为了方便说明，理论大将智能分成八种；但在实质生活中，智能的运作不是独立的，而是互相统合的。当少儿在玩集体游戏时，他需要运用语言智能与他人沟通以认识游戏规则，运用逻辑数学智能以计算分数，运用空间智能以认识并使自己适应游戏的场所，运用肢体运作智能以便执行敏捷的传球，运用音乐智能听老师的琴声讯号行动，运用人际智能以领导本队团结对外用自察智能来控制自己的情绪。■每一项智能都有不一样的表现方法以语言智能而言，某人可能不识字，但能表达生动的故事。以肢体运作智能而言，某人可能不善于运动但能制作精良的手工艺品。每一项智能里都有多种表现智能的方

Mostpeople'sintelligencecanbedevelopedtofullycompetentlevelIfgivenproperencouragementandguidance,eachpersonhastheabilitytomakealloftheintellectualdevelopmenttoanappropriatelevel.SuzukiTalentEducationprogram(SuzukiTalentEducationProgram),forexample,musicaltalenttheaveragepersoninahighlysupportiveenvironment(theparticipationofparents,grewuplisteningtoclassicalmusic)undertheinfluence,overtimecanalsoplayaratherhighdegreeofpianoandviolinmusic.IntelligentoftenincomplexwaystotheoperationofintegrationForillustration,intheory,willbedividedintoeightkindsofintelligence;butinreallife,intelligenceoperationsarenotindependent,butthemutualintegration.Whenagroupof)也有可能法。■亲人和老师可能启示与关闭少儿的智能HowardGardner（霍华德·加德纳）教授提出光亮化经验(crystallizingexperiences)与麻痹化经验(paralyzingexperiences)的看法以说明师长的作为可以如何启示与关闭少儿的智能。光亮化与麻痹化经验是一个人智能发展的转折点，可能发生在一世中的任何时候，但平时发生在童年的初期。比方，小提琴家曼纽因(YehudiMenuhin)在不满四岁的时候，他的父亲母亲带他去听旧金山交响乐团的演奏会，这个经历使他十分着迷，此后他向父亲母亲要求一把小提琴作为诞辰礼物，并要那一天晚演出奏的小提琴独奏者教他演奏。这个光亮化经验开启了少儿时期曼纽因的音乐智能。相反的，麻痹化经验指的是关闭智能的过程。公开的欺侮，愤慨，害怕等负面的情绪平时会阻拦少儿的智能发展。别的环境的要素(能否有机遇凑近资源或良师良朋促进或阻碍智能的发展。

childrenplayingthegame,heneedstouselanguagetocommunicatewithothersinordertounderstandthesmartrulesofthegame,theuseoflogical-mathematicalintelligencetocalculatethescore,theuseofspatialintelligencetounderstandandtoadaptthemselvestothegamesite,theuseofoperationalintelligencetoperformphysicalagilitypass,theuseofmusictolistentotheteacher'ssoundsignalsintelligenceoperation,theuseofinterpersonalintelligencetoleadtheteamofexternalunitywithintrapersonalintelligencetocontroltheiremotions.EachhasadifferentperformanceofthesmartwayTolinguisticintelligence,apersonmaybeilliterate,butitcantellavividstory.Thephysicaloperationoftheintelligent,apersonmaynotbegoodatsportsbutcanproducebeautifulhandicrafts.Eachhasavarietyofintelligenceintheperformanceofthesmartway.relativesandteachersmaybeinspiredandintelligentchildrenoffHowardGardner(GardnerHoward)Professorclarifiedexperience(crystallizingexperiences)andparalysisoftheexperience(paralyzingexperiences)toillustratetheconceptofteachersastohowtoinspirechildren'sintelligenceandoff.Clarifiedwiththeparalysisoftheexperienceisaturningpointinhumanintellectualdevelopmentmayoccuratanytimeinlife,butusuallyoccursinearlychildhood.Forexample,theviolinistMenuhin(YehudiMenuhin)intheunhappyyear-old,hisparentstookhimtolistentotheSanFranciscoSymphony'sconcert,sohewasveryfascinatedbythisexperience,helateraskedaviolintotheparentsasabirthdaygiftandtoplaythatnighttaughthimtoplaytheviolinsoloist.ThisbecameclearontheexperienceofchildhoodMenuhin'smusicalintelligence.Onthecontrary,theparalysisofexperiencereferstotheprocessofintelligenceisoff.Publichumiliation,anger,fearandothernegativeemotionsoftenimpedethechild'sintellectualdevelopment.Otherenvironmentalfactors(whethertheresourcesortheopportunitytoclosementor)mayalsopromoteorhinderintellectualdevelopment.多元智能简介1.语言智能(Linguisticintelligence)语言智能，就是能有效运用口头语言和书面文字来表达自己的想法，并能认识他人的能力。这项智能包含把文法、音韵学、语义学、语言适用学结合在一起并运用自如的能力。这项能力将有助于孩子学习语言的结构、发音、意思、修辞，并从而加以结合作实质的使用。在帮助孩子发展语言能力的过程中，必定要注意依据孩子的发展序次和学习兴趣施以影响，注意每个孩子的个体差异，不要与其余孩子攀比，由于“火车晚点，不必定会误船”。

IntroductiontoMultipleIntelligencesLinguisticintelligence(Linguisticintelligence)Linguisticintelligence,isabletoeffectivelyuseorallanguageandwrittenwordstoexpresstheirideasandtheabilitytounderstandothers.Thisintelligenceincludesthegrammar,phonology,semantics,languageandpracticallearningcombinedwiththeabilitytousefreely.Thiscapabilitywillhelpchildrenlearnthelanguagestructure,pronunciation,meaning,rhetoric,andthusbecombinedforpracticaluse.Helpchildrendeveloplanguageskillsintheprocess,wemustpayattentiontothedevelopmentinaccordancewiththechild'sinteresttoimposeorderandlearningeffects,attentiontoeachchild'sindividualdifferences,notcomparisonswith2.逻辑－数学智能(Logical-mathematicalintelligence)otherchildren,because"thetrainwaslate,notnecessarilywrongboat.".逻辑－数学智能，就是指能有效运用数字和推理的能力。这项智能包含对逻辑的方式和关系，陈说和主张，功能及其余相关的抽象看法的敏感性。这项能力将有助于孩子学习计算、分类、分等、概括、推论、假设、逻辑、陈说和因果，以及其余相关抽象看法。3.视觉空间智能(Spatialintelligence)

Logical-mathematicalintelligence(Logical-mathematicalintelligence)Logical-mathematicalintelligence,referstotheeffectiveuseofnumbersandreasoningability.Thisintelligenceincludesthewayoflogicandrelationships,statementsandclaims,theabstractconceptoffunctionandotherrelatedsensitivity.Thiscapabilitywillhelpchildrentolearncomputing,sorting,grading,general,inferences,assumptions,logic,andcauseandeffectstatements,andotherrelatedabstractions.Visual-spatialintelligence(Spatialintelligence)视觉空间智能，是指正确的感觉视觉空间，Visual-spatialintelligence,ispreciselythefeelingofvisual并把所感觉到的表现出来的能力。这项智能包含对色彩，space,andtothesenseofdemonstratedability.The线条，形状，形式，空间及它们之间关系的敏感性，intelligenceincludescolor,line,shape,form,spaceandthe也包含将视觉和空间的想法详尽地在脑中表现出来，sensitivityoftherelationshipbetweenthem,includingthe以及在一个空间的矩阵中很快找出方向的能力。visualandspatialideaspresentedspecificallyinthebrain,aswellasthematrixinaspacesoontofindoutdirectionability.这项能力将有助于孩子学习色彩、线条、形状、形式、空间、解读图形讯息等。Thiscapabilitywillhelpchildrenlearncolors,lines,shapes,form,space,readingmessagessuchasgraphics.4.肢体－动作智能(Bodily-kinestheticintelligence)肢体－动作智能，是指善于运用整个身体来表达想法和感觉，以及运用双手灵巧地生产或改造事物;这项智能包含特别的身体技巧，如均衡、协调、敏捷、力量、弹性和速度以及由触觉所引起的能力。

Body-ActionSmart(Bodily-kinestheticintelligence)Body-theactionintelligent,isgoodatusingthewholebodytoexpressideasandfeelings,andusebothhandstoproduceortransformthingssmart;theintelligenceofthebody,includingspecialskills,suchasbalance,coordination,agility,这项能力将有助于孩子学习音调、节奏、旋律，及歌唱、演奏、作曲、音乐创作等能力，并建立对音质的敏感。总而言之，自然健康的方式就是最好的方式，包含人的各种动物在童年时都需要充分地玩乐与游戏，并从中确定并学习将来适应并挑战现实环境能力的基础；优异的童年发展也需要充分且多元的游戏经验，以获取足量且优良的知觉动作经验以利将来发展所需；最后值得一提的是，父亲母亲的关心不该仅只于资源转介者的心态而已，而是要成为实质介入互动的资源供给者，多花一点时间与孩童互动，远赛过十分金钱用于技艺种植。5.音乐智能(Musicalintelligence)音乐智能，是指察觉，鉴识，改变和表达音乐的能力；这项智能包含对节奏，音调，旋律或音色的敏感性。学习特质音乐智能强的人平时有很好的歌喉，能轻易鉴识出音调准禁止，对节奏很敏感，常常一面工作，一面听(或哼唱)音乐，会弹奏乐器，一首新歌只要听过几次，就可以很正确地把它唱出来。音乐智能强的少儿在学习时是透过节奏旋律来思虑；对他们而言，理想的学习环境一定供给以下的教课资料及活动：乐器、音乐录音带、CD、唱游时间、听音乐会、弹奏乐器等。音乐智能要经过聆听声音、震动形态、节奏以及音色的形式来培育和提升。6.人际智能(Interpersonalintelligence)人际智能，是指察觉并区分他人的情绪，意向，动机及感觉的能力；这包含对脸部表情，声音和动作的敏感性，鉴识不一样人际关系的示意以及对这些示意做出合适反应的能力。

strength,flexibilityandspeedaswellasbythecausedbytactileability.Thiscapabilitywillhelpchildrenlearnpitch,rhythm,melody,andsinging,playing,composing,musiccapabilities,andtheestablishmentofsoundsensitive.Allinall,naturalandhealthywayisthebestwaytoincludepeopleofvariousanimalsinchildhoodandtheneedtofullyplaythegame,andlayandlearnfromthechallengesandrealitiesofthefutureabilitytoadapttothefoundation;goodchildhooddevelopmentalsoneedsadequateanddiversegamingexperience,inordertoobtainsufficientquantitiesandqualityofperceptual-motorexperienceinordertofacilitatefuturedevelopment;Finallyworthmentioningisthatparentalcareresourcesshouldnotbemerelyinthemindofthosejustreferredto,buttobecomeactualresourceprovidersinvolvedininteraction,childrenspendmoretimewithinteractive,farmorethanmoneyfortheartsiscultivated.MusicalIntelligence(Musicalintelligence)Musicalintelligence,istodetect,identify,changeandabilitytoexpressmusic;theintelligenceincludingrhythm,pitch,melodyorsoundsensitivity.LearningcharacteristicsStrongmusicalintelligenceusuallyhaveagoodsingingvoice,tonecaneasilyidentifywhethertheRight,therhythmisverysensitive,oftenworkingside,onesidetolistento(orsinging)music,willplaymusicalinstruments,anewsongjustlistenseveraltimes,wecanveryaccuratelysingitout.Strongmusicalintelligenceofchildreninlearningtothinkthroughtherhythmofthemelody;forthem,theideallearningenvironmentmustprovidethefollowingteachingmaterialsandactivities:musicalinstruments,musictapes,CD,songanddancetime,listeningtomusic,playingplayingmusicalinstruments.Intelligentlisteningtomusicthroughsound,vibrationpatterns,rhythmandtimbreintheformoftrainingandimprovement.Interpersonalintelligence(Interpersonalintelligence)Interpersonalintelligencereferstotheemotionsofotherstodetectanddistinguishbetween,intention,motivationandtheabilitytofeel;Thisincludesfacialexpressions,soundandmotionsensitivity,andtoidentifydifferentrelationships这项能力将有助孩子学习包含对表情、声音和动作的敏感性，以鉴识不一样人际关系的示意，而对示意做出合适反应，从而可与人进行有效交往的能力。学习特质人际智能强的人平时比较喜爱参加集体性质的运动或游戏，如篮球，桥牌;而较不喜爱个人性质的运动及游戏，如跑步，玩电动玩具。当他们遭受问题时，他们比较愿意找他人帮忙;喜爱教他人如何做某件事。他们在人群中感觉很舒畅自在，平时是集体中的领导者。人际智能强的少儿靠他人的回馈来思虑;对他们而言，理想的学习环境一定供给以下的教课资料及活动:小组作业、朋友、集体游戏、交际聚会、社团活动、社区参加等。人际智能要经过人与人的交往，在与他人的沟通、合作中学习。7自察智能(intrapersonalintelligence)自察智能是个人自我认识、解析省思的能力，也就是建构正确自我知觉的能力。简单来说，就是有自知之明、对自己的价值很敏感、有发展优异自我感觉、有直觉能力、会自我激励、懂得设定目标并自我完成。这项能力将有助于孩子学习包含认识自己的优弊端，认识自己的情绪、动机、兴趣和梦想，以及自尊、自省、自律、自主等。学习特质自察智能强的人平时可以保持写日志或睡前反思的习惯；常试图由各种的回馈管道中认识自己的优弊端；常常静思以规划自己的人生目标，且喜爱独处。自察智能强的少儿以深入自我的方式来思虑;对他们而言，理想的学习环境一定供给他们奥秘的地方、独处的时间及自我选择等。自察智能是经过自我反思，以及对人生的不停认识和思虑来提升的。

suggestappropriateresponsestotheseimplytheabilityto.Thiscapabilitywillhelpchildrenlearntoincludefacialexpressions,soundandmotionsensitivity,toidentifydifferentrelationshipssuggestthattheappropriateresponsetothehint,andthenwithhumanabilitytointeracteffectively.LearningcharacteristicsInterpersonalintelligenceofthepeopleintheparticipatingorganizationsusuallypreferthenatureofsportorgame,suchasbasketball,bridge;andlesslikethepersonalnatureofsportsandgames,suchasrunning,playingvideogames.Whentheyencounterproblems,theyaremorewillingtoaskotherstohelp;liketoteachothershowtodosomething.Theyfeelverycomfortableinthecrowdatease,usuallygroupsofleaders.Stronginterpersonalintelligenceofchildrenbythefeedbackofotherstothink;forthem,theideallearningenvironmentmustprovidethefollowingteachingmaterialsandactivities:groupwork,friends,groups,games,socialgatherings,communityactivities,communityinvolvementandsoon.Interpersonalintelligencethroughinteractionbetweenpeople,tocommunicatewithothers,cooperationinlearning.Intrapersonalintelligence(intrapersonalintelligence)Intrapersonalintelligenceistheindividualself-understanding,theabilitytoanalyzereflection,thatis,theabilitytobuildpositiveselfperception.Simplyput,thereisself-knowledge,theirvalueisverysensitive,well-developedsenseofself,haveaninstinctiveabilitytobeself-motivated,knowhowtosetgoalsandself-fulfillment.Thisincludestheabilitytohelpchildren