| （1.浙江师范大学 学校体育研究所，浙江 金华 321004；2.华中师范大学 体育学院，湖北 武汉 430079） 摘 要：加德纳教育理论的主线是“个体智力多元论”，学校体育观的核心是“身体动觉智能发展论”。“身体动觉智能”既是学校体育发展的重要智能，又是一种学生综合智能。“身体动觉智能”的核心是学生的模仿能力，掌握它需要十分努力的身体实践。体育教学过程还与学生的视觉-空间智能、交往-交流智能密切相关。加德纳教育理论对中国学校体育发展的启示：身体动觉智力既是学校体育发展的目标，也是学生多元综合智力目标中的一个重要智力；体育教学应以发展学生的身体动觉为主体，同时发展学生的视觉空间、自知自省和交往交流等多种智能；每一个学生的身体素质和运动基础不同，体育教学应实施差异性教学，发挥每一个学生的特长，并与多元评价对接。 |
LI Qi-di1，SHAO Wei-de1，WANG Jian2
| （1.Institute of Physical Education，Zhejiang Normal University，Jinhua 321004，China；2.School of Physical Education，Central China Normal University，Wuhan 430079，China) Abstract: The mainline of Gardiner’s education theory is “individual intelligence pluralism”, while the core of school physical education view is “body kinesthetic intelligence development theory”; “body kinesthetic intelli-gence” is important intelligence for school physical education development, also a sort of student’s comprehensive intelligence; its core is student’s imitation ability, its mastery requires very hard physical practice. Physical educa-tion teaching process is also closely related to student’s vision-space intelligence and communication-interaction in-telligence. Gardiner’s education theory has the following inspirations to school physical education in China: “body kinesthetic intelligence” has earned a place for school physical education; basing its subject on body kinesthesia, physical education teaching expands various sorts of intelligence such as visual space intelligence, self-perception and self-examination intelligence, communication and interaction intelligence etc; Gardiner’s “colorful spectrum” theory has reference significance for physical education teaching practice; “differential” teaching should be strengthened, and connected to multidimensional evaluation. |
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