How children develop mentally

human thinking

How the brain changes over time

What happens when the brain is damaged

We should know as much as possible about each person's intelligence. Whenever possible, we should educate students in a way that takes full advantage of their respective intellectual strengths.

Whenever a teacher teaches a concept or a process, it should be expressed in a variety of ways to activate more than one intelligence in the student. This teaching method can be applied to more students at the same time because students have different learning methods. Additionally, teaching in a variety of ways improves student understanding because when we think about the same problem in multiple ways, we are able to understand it more fully. Likewise, in an era of advanced technology, it is relatively easy to arrange teaching content in various media and in different ways.

According to the traditional measurement psychology perspective, the most operational definition of intelligence is the ability to answer intelligence test questions. Using statistical methods to compare the answers of subjects of different ages, their abilities can be inferred from the test scores. There is a clear correlation between the scores obtained by subjects of different ages in different tests, which proves the general intelligence of human beings. It is not greatly affected by changes in age, education, and experience. It is an attribute or ability that is innate to everyone.

The theory of multiple intelligences is more complex than the traditional view of intelligence. We believe that intelligence is a computational ability, that is, the ability to process specific information, which is derived from human biological and psychological instincts. Human intelligence is the ability to solve problems or create products. The solutions to these problems and the creation of products are needed by social groups in specific cultural contexts. Problem-solving ability is the ability to target a specific goal and find the correct route to and achieve that goal. Scientific theories, musical works, and even successful political campaigns are among the cultural products referred to here.

Intelligence should be sensitive to the symbol systems created by a particular culture. This symbol system is an important form of capturing, expressing, and disseminating information. Language, pictures, and mathematics are three symbol systems used almost all over the world. They are indispensable to human production and life.

musical intelligence

body-kinesthetic intelligence

logical-mathematical intelligence

Linguistic intelligence

spatial intelligence

interpersonal intelligence

intrapersonal intelligence

naturalist intelligence

spiritual belief intelligence

existential intelligence

The above three intelligences have not yet been determined

The basic starting point when we discuss intelligence is not to treat them as abilities that need to be used to solve any problem, but to start from the problems that humans face and need to solve, and then return to the intelligence needed to solve these problems.

In determining the type of intelligence humans possess, we draw on evidence from brain science research, human development and evolution, and comparisons between different cultures. Among those intelligent candidates, only if reliable evidence can be found in the above different aspects can they be finally determined as an intelligence.

The above-mentioned human intelligence, that is, these various abilities, exist independently of each other to a considerable extent. Research on brain-injured patients suggests that when one human ability is lost, other abilities may remain intact. This independence of intelligence means that even if a person is strong in one type of intelligence, such as logical-mathematical intelligence, he does not necessarily have the same degree of other intelligences, such as language intelligence or musical intelligence. These independent intelligences are significantly different from the IQ levels measured by traditional methods.

To date, we still support the hypothesis that each adult has only one intelligence capable of reaching a state of brilliance. But in fact, no matter what cultural background or level of education, people need to use a combination of multiple intelligences to solve problems.

In short, the theory of multiple intelligences leads to the following three conclusions.

Our society is currently plagued by three prejudices, which I have named "westist," "testist," and "bestist." .

The most important thing today is that we must recognize the diversity of intelligence and develop various combinations of intelligence. The difference between people mainly lies in the different combinations of intelligence that people have. By recognizing this, we have the opportunity to better deal with many of the issues facing the world today.

Some candidate intelligences may satisfy one or two criteria, but it is difficult to satisfy all 8 criteria at the same time. I think of existing intelligence as a set of psychological chemicals, and through the combination of these intelligences we can explain many human abilities without having to add new elements.

In addition to existential intelligence and spiritual belief intelligence, what I think about the most is humor intelligence and moral intelligence. For different reasons, I don't think either candidate is intelligent enough.

Intelligence is expressed in a describable way rather than in a standardized form. Intelligence is simply the ability to process information.

new technology

development of biological research

etc.

By definition, intelligence is a computational ability, that is, the ability to process information. Industry is a collective term for any type of organized activity in human society, in which everyone is classified according to their professional skills.

It seems that there is a one-to-one correspondence between intelligence and industries/fields, but in fact this is not the case.

In short, intelligence is a biological psychological function, while industry, as well as fields, disciplines, and skills, are based on social attributes.

Intelligence is a species characteristic of living things.

Intelligence is an individual difference among humans.

Intelligence is the successful completion of a task.

Each of the above sentences meets the requirements of grammar, and linguists cannot label any of them as prohibited. However, while each sentence is very reasonable and easy to understand, I still suspect that they will cause confusion in the reader. At the same time, each sentence reflects a different psychological approach, and each definition contains different pedagogical meanings.

Whether and how much intelligence is related depends entirely on experience.

In my own research practice, one of the first evidences for the establishment of the theory of multiple intelligences is that for brain-damaged patients and children with extraordinary abilities, the strengths of intelligence can exist independently.

From the perspective of biological psychology, it is necessary to explore the abilities, hobbies, values ​​and goals of the behavioral subject. It is also necessary to explore the genetic and neurological basis of behavior and analyze its cognitive abilities, attributes and temperament tendencies.

From an industry/field or task perspective, it is necessary to evaluate the completion of a task or activity within the social industry or subject area. Traditionally, this task has been performed by philosophers or experts in the industry/field, but due to the rapid development of computer science, artificial intelligence experts in the industry/field have also begun to intervene in the analysis of the task completion process and structural properties.

An evaluation or judgment of actions or products in a certain industry/field by a person with extensive knowledge of the industry/field, or according to Mihaly Hiszantmihalyi, by members of the industry/field Come and take charge.

intelligent

talent

Extraordinary talent

Specialists and experts

creativity

genius

Most traditional psychological research focuses only on individuals, which I think is one-sided. One consequence of this one-sidedness or bias is that the specific task or domain being studied is not taken into account and the performance of abilities is simply assumed to be irrelevant to the domain within a certain cultural context. Another result of this one-sidedness is that little consideration is given to the process of judging psychological attributes.

The most influential methods for studying talent matrices are the same ones used for research in the field of intelligence and intelligence testing.

A person's "talent" means that he has amazing potential in intelligence-related fields. A "prodigy" or extraordinary child is someone who is unusually precocious. An "expert" refers to a person who has rapidly reached a high level of ability in a certain field, regardless of whether his method is innovative or just an experiment that repeats fixed procedures. On the contrary, if a person's methods and ideas for solving problems or designing products in a certain field are initially regarded as innovative or incredible, and are finally recognized and appreciated, he should be considered "creative". People who qualify as geniuses to a certain extent should be those who have done creative work in a certain field and have had a strong impact on the definition and scope of that field.

Young children's creativity has nothing to do with the industry/field. Experts accept the requirements of the industry/field that the creator challenges. Geniuses, on the other hand, will create or find newer and more complex works or answers while challenging a certain industry/field, and more deeply reveal the inner world of human beings.

5 years old: Know nothing about the industry/field

Age 10: Begin to master the rules of the industry

Adolescence: Standing at a crossroads

The Mature Practitioner’s Place on the Talent Matrix

The first implication is that mapping the various ways in which giftedness, expertise, and creativity develop can help educators ask the following questions: What does outstanding performance and achievement look like for us?

The second inspiration is to adopt a developmental approach to education.

The third revelation relates to the model of education provided to children.

1. Individual-centered education

2. Prioritize educational goals

3. Multiple expressions of key concepts

Re-recognizing the relationship between students' intellectual strengths and test scores may be a smarter practice. In addition, if teachers can present important concepts through multiple channels and provide students with multiple methods and opportunities to clarify what they have learned, then this educational practice is likely to have a benign effect and may even improve the performance of standardized tests. Scores for all important questions.

In essence, intelligence is a biopsychosocial potential that we humans use in specific ways to process specific kinds of information. Therefore, intelligence clearly involves the execution of processes related to neural networks. There is no doubt that each type of intelligence has its own distinct neural activity processes, and most of these processes are quite similar among humans, while only some processes may differ from person to person.

Intelligence itself is not "content", but it develops towards specific content.

From an evolutionary perspective, each intelligence probably evolved to process certain types of content in a predictable world. Once such a faculty has arisen, however, nothing can compel it to remain in a necessary connection with the content that originally inspired it. This ability can also be used for other purposes.

"Field" is a new concept proposed by my colleagues, which involves any organized activity in human society. In these activities, people can be ranked according to the level of expertise, any profession, art, craft or sports are fields.

When I apply the term "intelligence" I think of it as the human ability to process information. As humans, we all have the ability to "compute" language, numbers, social relationships, spatial locations, etc. We cannot see intelligence directly, but we can observe how intelligence operates through the various behaviors people perform in completing different types of tasks and in daily life.

It is entirely possible to gather more reliable evidence through research in psychology and neuroscience. This evidence will show what kind of intelligence a person uses when performing a behavior or completing a task. To do this, more detailed observations must be made.

Creativity occurs when the following three factors interact.

The theory of multiple intelligences, for one, does not have a systematic set of propositions for scientists to agree or disagree with. On the other hand, this theory is not a simple set of concepts that I dreamed up one day. Instead, I propose a definition of intelligence, a set of standards or criteria for judging a certain kind of intelligence, as well as relevant data to prove the credibility of each intelligence and methods to modify this theoretical structure.

Testing is difficult to achieve. This is because only by inventing several testing methods for each type of intelligence and ensuring that each subject does not feel uncomfortable with the information and methods required for testing can it be effective.

Neuroscience research not only confirms the many specific intelligences I have described, but also provides strong evidence for the fine structure of thought processes in abilities such as language, mathematics, and music.

When discussing multiple intelligences, I have always noticed that each intelligence is composed of several units that make up it.

One of the most important findings in the fields of cognitive science and neuroscience is that intelligence is best viewed in a longitudinal fashion as a set of abilities that are brought to bear on the external world and particular problems of human experience.

The "Colorful Spectrum" assessment system has advantages that are beneficial to children in four aspects.

To fully understand the methods children use to complete a task, it is important to observe their cognitive styles and behavioral patterns in addition to their purely intellectual abilities. Children behave in ways that reflect their interactions with the situations to which they are exposed, such as their ability to plan an activity, their reactions to a task, and their degree of persistence. Some children behave the same way across subject areas, and some behave differently. Recognizing this is important for designing effective educational interventions that serve children.

The first question: Do children have intellectual strengths in specific areas and in general?

Second question: Is there any correlation between children's performance in different activities?

The third question: Will a child's talent in one field be beneficial or harmful to his performance in other fields?

Characteristics of children’s behavioral styles recorded by the Colorful Spectrum project

We are mainly concerned with the following two issues

Colorful Spectrum assessments identify children’s strengths in specific areas

In the "Colorful Spectrum" assessment, a child is considered to have a clear advantage only when his performance in a certain area of ​​activity is more than one standard deviation above the average score.

Whether at home or in school, children's talents in language, mathematics, etc. are easy to identify, but their talents in musicality, mechanical assembly, social cognition, etc. are not so easy to identify.

First of all, the "Colorful Spectrum" determines children's talents in 7 areas through 15 activities; while the Stanford-Binet Intelligence Scale focuses on 4 areas or elements through 8 secondary tests-verbal reasoning, Abstract/Visual Reasoning, Quantitative Reasoning, and Transient Memory. Second, the various assessment activities of Colorful Spectrum are completed over the course of a year, while the Stanford-Binet Intelligence Scale test is completed in one or two hours. Finally, the Stanford-Binet Intelligence Scale test is standardized, while the Colorful Spectrum is non-standardized.

Overall, the Stanford-Binet Intelligence Scale did not correlate well with the results of the Colorful Spectrum assessment.

Although the test scores of the Stanford-Binet Intelligence Scale span a wide range, and children's scores vary significantly in each subtest, the "Colorful Spectrum" can better show the differences between children's intelligence. This difference is partly due to the different number of domains measured by the two assessment methods.

Colorful Spectrum provides children with the opportunity to participate more actively in assessment, giving them the opportunity to reflect on their past experiences and recognize their own interests and strengths.

The Stanford-Binet Intelligence Scale also has its own merits. It has excellent internal consistency, is a highly reliable standardized assessment, is easy to use and efficient, and the areas it assesses correspond exactly to the school's standardized curriculum.

The colorful spectrum identifies a child's intellectual strengths and immediately points out the path to future development in and out of school. The Colorful Spectrum assessment also allows parents and teachers to recognize that differences exist between children in many different areas.

However, the "colorful spectrum" assessment method also has its own risks. First, there are certain dangers in shunting children prematurely. But it is tempting to provide opportunities for every child to make education more effective. In this regard, the pros and cons must be carefully weighed. Secondly, parents who are eager for their children to excel not only in traditional academic fields but also in all fields put even more pressure on their children. In addition, most families outside the mainstream culture may not pay attention to their children's performance in the fields of visual arts and music, but pay more attention to those areas valued by authorities, namely the areas of language and mathematical logic.

The structure of the environment has a potential influence on children's style characteristics. These materials also point out that it is very important to continuously provide children with a large number of rich and stimulating materials in different areas of teaching.

Whether a child's strengths can reappear depends on the following three conditions.

"Colorful Spectrum" can not only confirm the intellectual strengths of children that are unexpected by adults, but also discover their intellectual weaknesses that are unexpected by adults.

"Colorful Spectrum" has evolved from a tool to assess intellectual strengths into an educational environment with a unique atmosphere. In collaboration with school teachers, we have developed a complete set of teaching materials in the form of relevant topics

The "Colorful Spectrum" method is used for children aged 4 to 8 for the purposes of judgment, classification and teaching. It is used for ordinary students, extraordinary children, special children and children at risk of academic failure in school. This program is also used in educational research to compensate for and enrich education deficiencies. Recently, the Colorful Spectrum project has established a "Tutoring Center" where children can work and study with adults in their community whose occupations give them different combinations of intelligence.

In addition to the "Multiple Intelligences Curriculum" which is the most innovative aspect of this learning community, teachers' commitment to providing an education that understands different forms of understanding can also be seen in many other ways. Three of their practices are detailed below.

If a more reasonable, convenient and effective method is used to evaluate project research results, then this method will be accepted by more students, teachers, parents and a wider range of social groups. We therefore designed direct assessment methods to assess the complex development and individuality of student project outcomes. Currently, we will evaluate students’ project video recordings from 5 aspects.

Assessing student project outcomes focuses on their quality. The other two aspects are also of great interest: first, the student's own situation reflected by the project results, such as his unique intellectual strengths, limitations, temperament and cognitive comprehensive characteristics, etc.; second, in the process of completing the project research, Students' cooperation with classmates, teachers, and external experts, as well as the use of materials such as libraries, computer databases, etc.

Whether the project is completed independently or in collaboration with others does not affect the results of the evaluation. Rather, we describe the project outcomes in this way because these characteristics represent important features of the project research in which students participated and should not be ignored. When students work with others, it is especially easy to feel the different ways to complete a project. Additionally, as students reflect on their unique styles and contributions, they can gain a preview of the projects and activities they will pursue after graduation.

If we hope that students' projects can meet the requirements from concept formation, project implementation to report submission, they must be guided in different aspects and to varying degrees, which is the so-called "scaffolding." Rather than alleviating the challenges students face in completing the project, this kind of assistance will help them participate in the project and develop their ability to complete the project assignments.

Project research provides students with new opportunities to bring together previously learned concepts and skills to serve new goals. How to apply knowledge and face new challenges is a science. From the design of the project, to the collection, arrangement, and combination of materials, to the final result and answering questions, to critically watching the videotape, it can help students deeply understand the content of the project and their contribution to the completion of the project assignment.

These characteristics of the "focused learning community" of the theory of multiple intelligences emphasize two aspects of effective middle childhood education: First, in an environment with excellent teaching equipment, more or less formal master-apprentice training and learning are added; method; the second is to choose appropriate methods to learn skills in different fields and make learners clear the use of these skills. At the same time, each subject is not isolated, but is combined and continues throughout the school curriculum.

The project-based teaching method allows students to spend an important period of time, motivating them to design drafts, review and revise completed assignments; it encourages cooperation so that each student can make his or her own contribution; it prepares students for learning more after they leave school. Engaging in useful work in a broad social environment establishes a model; it allows students to discover areas in which they are good and continue to develop with all their strength; it allows students to have a deep sense of participation, thereby replacing external motivation with intrinsic motivation. Additionally, and most importantly, during the completion of the project study, students can demonstrate their understanding of what they have learned in class.

If a person can apply the knowledge, concepts and skills acquired in any educational background (hereinafter collectively referred to as knowledge) to new events or new fields that are actually related to this knowledge, then he has achieved understanding. .

Students studying physics should be able to explain the motion phenomena of various objects seen in daily life, and be able to explain the demonstration of the above physical phenomena in physics experiments for whatever purpose.

Mathematics students should be able to calculate quantitative problems in daily life, make sound short-term investment plans, understand the rules of mortgages and insurance, and fill out tax returns.

Students of history should be able to read daily and weekly newspapers, be able to cite relevant historical patterns, explain current events, and make reasonable predictions about what may happen in the future.

Students studying literature and art should be able to create at least simple works of related styles, and be able to understand and appreciate the connotation of artistic works from the perspectives of their own and foreign cultures, and not only be able to bring personal life experience into the creation or appreciation of works In addition, you should also be able to connect the works you create or appreciate with your own life and things you care about.

If we want to achieve the results of "education for understanding", the most practical decision is to completely reduce the curriculum.

It is important to ask students to understand the concept of "understanding" at the beginning, give a clear definition, and clearly set out the requirements for students to "demonstrate their results" when they leave school.

In summary, education for understanding should adopt a "spiral curriculum" so that students are exposed to rich and inspiring ideas multiple times in school.

We must be keenly aware of what kind of education is meaningful at different stages and levels of human development.

The clues to more effective "understanding" education exist in two systems or institutions that people are slightly aware of: one is the ancient master-apprentice education workshop, and the other is the very modern children's museum.

Most learning and assessment is done in a collaborative manner, where students work together to complete tasks that require people with varying degrees of complementary skills.

But as educational institutions, schools are increasingly unable to meet the needs of the times, while museums have always had great potential because museums can attract students, educate students, stimulate students' understanding, and most importantly, help students prepare for their future. Take responsibility for your learning.

Active and sustained use of the mentoring system will provide better opportunities for "understanding." In this long-term mutual exchange, beginners have the opportunity to understand the principles of numerous techniques, processes, concepts, symbols or symbol systems through daily observation. Students can thus observe capable adults swimming freely in the ocean of knowledge, experience for themselves the consequences of misdirections and wrong views, and enjoy the joy of achieving success with the right ideas. They will go through a transition from starting out entirely based on adult models to trying to use their own methods with the guidance and help of their masters. Just as they can help new students join the class, they can also discuss and exchange ideas with their more experienced peers. In my opinion, all these initiatives enhance students' ability to demonstrate the ability to apply skills and concepts in the right way, which is evidence of "understanding."

Consideration should be given to integrating the museum atmosphere, master-apprentice learning approach and the strengths of engaging topics into educational settings such as homes, schools and workplaces. The heuristic and open learning approach of children's museums needs to be combined with the rigor, discipline and discipline of a master-apprenticeship system.

When we propose educational goals and design the educational process, we need to know the relationship between the expectations for students and the students' actual situation, so that we can more accurately understand the skills they choose.

Any rich, useful topic, that is, any course content worth teaching students, can be approached in at least seven different ways. These 7 methods are almost consistent with multiple intelligences. We can think of a subject worth teaching students as a room with seven entrances. For students, which entry point is most suitable, and which route is smoothest after entry, all vary from person to person. Knowing these entry points or methods can help teachers introduce new content and teach new teaching materials in a way that is easy for the majority of students to accept.

Study these 7 entry points or methods one by one

According to the above model, a good teacher should be someone who can open multiple windows on a concept.

Multiple entry points or approaches to teaching have two important advantages.

It is rare that a person is completely unable to determine his own destiny. People's life trajectories are most likely determined by the abilities and skills they develop. Most of these skills depend on the intelligence they are born with or developed from an early age.

The theory of multiple intelligences goes a long way toward this. It not only proposes a clear set of intelligence categories and structures, and provides a set of definitions for judgment and training that serve intelligence, but also proposes some very useful steps and measures, suitable for those with one or more abnormal learning types. student.

Sometimes people can use areas of strength as a "bridge" to areas of weakness.

Most revealingly, there are often structural similarities between areas in which children are gifted and areas in which they show deficits.

Emphasize the following 4 elements

The answer is no. Rather, each form of intelligence in the theory of multiple intelligences can lead to artistic results. That is, the symbols representing each form of intelligence can be arranged in an aesthetic way, but they do not have to be.

Master-apprentice style

classroom style

Art education that only focuses on creation is far from enough

In early childhood, especially under the age of 10, creative activities should be at the center of any form of artistic learning process. Children learn best when they are proactively involved in relevant topics. They want the opportunity to work directly with the material and medium. In art learning, these dominant tendencies will inevitably bring about the birth of “results”. Young children are gifted in the composition of works of art and should be given the opportunity to "produce results." This characteristic is a legacy from the "revolutionary era" and deserves to be cherished for a long time even in the era of pure subject education.

Perception of art, historical theory, and other "art peripheral" activities should all come from children's creations as much as possible and be closely connected with them. In other words, instead of introducing children to works of art created by others with widely different backgrounds, it is better to introduce them to works and issues related to their own creations, and the connections should be as close as possible. This scenario-based introduction to "art peripheral" activities is also beneficial to older children and adults.

Art courses need to be taught by teachers or other individuals who are proficient in how to use art media thinking.

Art learning should be centered around meaningful projects whenever possible. These projects should be completed over a relatively long period of time to allow ample opportunity for student feedback, discussion, and reflection. This kind of project has the potential to interest students, increase their motivation to learn, and encourage them to develop skills. It is also likely to have a profound impact on their abilities and understanding of art. “Just this once” learning experiences should be avoided.

In most areas of the arts, there is no benefit in having a continuum of instruction from kindergarten through high school. The cultivation of artistic accomplishment depends on continuous exposure to core concepts such as artistic style, artistic creation, and artistic genres at different stages of development. It also requires the completion of some repeated learning tasks, such as playing a piece of music with emotional involvement and creating a very attractive piece of music. Artistic images, etc. The curriculum of art education must be based on the characteristics of spiral development.

"Assessment" is important in the study of art. The success of an art teaching program cannot be judged on confidence alone. Assessment must pay attention to the specific intelligence involved, that is, musical skills must be assessed musically, not verbally or logically. Assessment should explore the key competencies that are most important and central to the art.

For the study of art, it is not enough to master a set of techniques and concepts. The arts are a deeply personal field in which students enter the emotional worlds of themselves and others. Students need to be educated to engage in this exploration of emotion. They should understand that personal thinking is an activity that should be respected and is very important. They should also understand that the right to privacy is sacrosanct.

Generally speaking, it is dangerous and unnecessary to teach students directly how to judge the taste and value of art under any circumstances. However, students must know that there is a close connection between the dissemination of artistic works and popular artistic tastes and values, and that it is deeply concerned by those who are involved in art careers. The best way to communicate artistic tastes and values ​​is to communicate with people who care about the situation, provided they are willing to introduce and defend their views, agree to an open discussion, and allow dissenting voices to exist.

Arts education is too important to even leave this job to a single group. Not even if the members of this group are all art educators. Instead, arts education requires a collaborative effort between artists, teachers, administrators, researchers, and students themselves.

Having every student learn all art forms is an ideal and difficult to achieve.

We identified three art forms, music, visual art and imaginative writing. We decided to evaluate three abilities, namely creative ability, perceptual ability, and thinking ability.

For the art form of writing, we examine students' ability to create different types of works, such as writing poems and screenplays; for the art form of music, we check students' learning through rehearsals; for the visual art form ( Most of my examples come from this area), and abilities to be assessed include sensitivity to artistic style, appreciation of different types of composition, and the ability to conceive and create a statue or depict a still life.

The first method: domain topic

The Second Method: Process Portfolio

Accompanying the firm belief in formal examinations is an educational thought that I call the "unified view of school education." According to this idea, students' academic progress in school should be assessed by frequent formal tests. These tests should be administered under uniform conditions, and students, teachers, and parents should receive quantifiable report cards that indicate student progress or regression. These examinations must be standardized across the country in order to have the greatest possible comparability. Therefore, the most important subjects are those suitable for assessment by this examination method, such as mathematics, science, etc.

The need to understand the concept of child development

The emergence of the symbolic system school

The emergence of the concept of intelligent diversity

Exploring human creativity

Advantages of contextualized learning and assessment

Finding abilities and skills outside the human brain

1. Pay more attention to assessment than to examination

2. Simple, natural and regular assessment

3. Ecological validity

4. Evaluation methods of “intelligent display”

5. Use of multiple testing methods

6. Sensitivity to individual differences, developmental levels and forms of knowledge

7. Use of interesting and stimulating materials

8. Implement assessment to help students

Many research findings agree that we should create an environment for students to conduct assessment naturally, that is, design course entities, such as field topics, process portfolios, etc., so that assessment can be conducted in the context of students engaging in learning or creative activities.

Especially when educational resources are limited, everyone should be provided with the opportunity to demonstrate their intellectual strengths.

In traditional societies, most people were engaged in ensuring the supply of adequate food.

In contrast to traditional society, the advantage of industrial society is that the development of science and technology can liberate the majority of the population from manual labor related to food production without being affected by individual will. In such a society, many professions have emerged that are derived from scientific and technological knowledge, and in turn are further applied to scientific and technological knowledge.

In traditional societies, intelligence is associated only with the skill of maintaining good interpersonal relationships. In industrial society, intelligence is more centered on the ability to read, write, and calculate.

We can roughly define intelligence as the product of the combination of the following two related factors: first, people who can use their abilities in different fields of knowledge; second, through the opportunities they provide, the educational institutions they support, and the ideas they advocate values ​​to cultivate a society of human individuals.

Japan

USA

While the United States attaches great importance to viewing education from a technical perspective and places too much emphasis on examinations and assessments, it has ignored the connection between schools and society.

The model we propose is one that considers assessment in terms of a socially recognized “end state” of adulthood.

The concept of an adult “end state” helps to focus assessment on those specific abilities that enable adults to succeed and be rewarded in society.

The implications of highly contextualized assessments for teaching and remedial teaching are more direct and obvious than non-contextualized test questions.

In addition to creating master-apprentice learning environments where possible, we also believe that education should be firmly rooted in society's institutions of learning or knowledge. These institutions include art museums, science museums, production workshops, etc.

The new assessment environment has several urgent needs

The Focused Learning Communities pilot project reflects an environment that effectively brings schools, children and communities together. The school combines many different fields through interdisciplinary courses to encourage children to develop their abilities in various fields.

The study of intelligence requires the comprehensive use of different psychological methods. Research based on human individual cognition, including information processing methods, purposes, means models, factor analysis, etc., will continue to play a role.

There is no complete one-to-one correspondence between any intelligence and any subject area.

In today's rapidly changing world, the diversification of professional roles and the unprecedented reliance on team spirit make it seem outdated to insist on promoting a unified theory of intelligence that serves all purposes.

Although controversial, a widely cited statistic shows that general intelligence predicts only 4% of a subject's actual performance in various jobs. In addition, such tests can only distinguish the performance of employees at different levels of a department, such as the difference between managers and employees, but cannot distinguish the work performance of different types of employees at the same level of positions. .

Professionals such as journalists, speakers, and trainers rely more heavily on verbal intelligence; scientists, engineers, financiers, and accountants rely more heavily on logical-mathematical intelligence; architects, draftsmen, and taxis Drivers need to rely on stronger spatial intelligence to be competent at the jobs they do; salespeople, managers, teachers, and consultants need higher interpersonal intelligence; athletes, construction contractors, and actors need to rely on higher physical- Kinesthetic intelligence; composers, sound designers, and advertisers need high musical intelligence; taxonomists, ecologists, and veterinarians need high naturalist intelligence; priests and philosophers rely on Higher existential intelligence.

Multiple intelligences can also be associated with other popular occupational classifications, such as John Holland's occupational interest types (RIASEC). He divided occupations into six distribution modes: practical, research, artistic, social, charming, and traditional. This model matches customers' personal interests with their requirements for different professions.

Linguistic intelligence, interpersonal intelligence, and self-cognitive intelligence play a decisive role in social and human-oriented occupations; logical-mathematical intelligence plays a decisive role in data-based and desk-centered occupations. are crucial; bodily-kinesthetic intelligence, naturalist intelligence, and spatial intelligence are indispensable in careers that work with objectively existing real objects; while linguistic intelligence, logical-mathematical intelligence, musical intelligence, and spatial intelligence The combination is more important for effectively engaging in arts, scientific research and other occupations that require imagination and inspiration.

As the work environment changes, so do the requirements for smart combinations.

can function in combination with each other

It is recommended that research focus on how intelligence affects people's work performance through the interaction between them. In other words, the focus of our research should not be to “measure” a certain intelligence in an absolute way, but should focus on understanding the overall configuration of intelligence and the intrinsic connections between several intelligences.

We have identified two distinct modes of intelligence – “laser” and “searchlight”. People with "laser" intelligence mode have one or two extraordinary intellectual strengths. These extraordinary intellectual strengths will dominate this person's perception and career choices. Most people who have achieved outstanding achievements in the fields of art or science have a "laser-like" intelligence mode. The "searchlight-style" intelligent mode is composed of a balanced combination of multiple intelligences. People with a "searchlight" intelligence mode have the tendency and ability to frequently acquire information from multiple channels and types and process it. Politicians or company CEOs have a typical "searchlight" intelligence model. People with a "searchlight" intelligence model have the tendency and ability to frequently acquire information from multiple channels and types and process it. Politicians or company CEOs have a typical "searchlight" intelligence model.

In addition to the above two main modes of intelligence, different intelligences also interact with each other in other ways. We propose the following three ways of influencing each other.

Focus your research on the following three types of opportunities

career planning

teamwork

Responsibilities\Position Management (Management\Organizational Work)

leadership

First, a clearer understanding and appreciation of the interactions between different types of intelligence, such as bottleneck effects, compensation effects, and catalytic effects, can help employees improve their work efficiency and their satisfaction with their jobs. Having self-aware intelligence, the ability to explain your own intellectual strengths, weaknesses and flaws, is key to any job.

Secondly, the combination of intelligence can also be used to understand how different employees restrict, cooperate and promote each other at the team and organizational levels.

Finally, at a broader level, creating and mapping the types of jobs that are possible and desired by a culture is valuable for taking a long-term view on the development and deployment of intelligence and benefiting the wider society. benefit.

The introduction of the concept of intelligence

Scientific research on intelligence

Intelligent Diversity

Intelligent contextualization

Intelligent distribution

Smart personalization

smart education

Intelligent humanization

Within the fields of brain science and computer science

The main proponents of the theory of multiple intelligences are educators

different feedback

source of health

Extension of Project Zero

Multiple intelligences and good work

hot topic

in the corporate world

Recommendations, rules and legislation

The glory of multiple intelligences

a new kind of library

The earliest school to implement the concept

The earliest ideas

Intelligent confirmation and description

Intelligent cultivation and education

the power of thought