多元智能-中英文对照

程度各有不同。少数人好象在所有的或大多数智能中都具

有极高的水准； 另一些人因发展障碍，好象除了具有最初

步的智能外，缺乏其它所有的智能；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准

如果给予适当的鼓励和指导，每个 人都有能力使所有

的智能发展到一个适当的水准。以铃木才艺教育课程

< br>

(Suzuki Talent Education Program) < /p>

为例，音乐天赋一般的

人在高度支持环境

(

家长的参与，从小听古典音乐

) < /p>

的影

响下，假以时日亦可以演奏出程度相当高的钢琴和小提琴

曲。

■

智能通常以复杂的方式统合运作

为了方便说明，理论上将智能分成 八种；但在实际生

活中，智能的运作不是独立的，而是相互统合的。当儿童

在玩团体游戏时，他需要运用语言智能与他人沟通以了解

游戏规则，运用逻辑 数学智能以计算分数，运用空间智能

以了解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内省智能来控制自己

的情绪。

■

每一项智能都有不同的表现方法

以语言智能而言，某人可能不识字，但能讲述生动的

故事。以肢体运作智能而言，某人可能不擅长运动但能制

作精美的手工艺 品。每一项智能里都有多种表现智能的方

In the world of multiple intelligences is widely recognized

(Multiple Intelligence) theory, is Harvard University's Howard

Gardner (Howard Gardner), Professor in the eighties of last

century's. Howard Gardner (Howard Gardner), Professor, that

everyone has multiple intelligences, eight intelligences that,

although each person's performance on each of these

differences in intelligence, but as long as different ways to

combine and use, can be done different tasks and solve

different problems.

Multiple intelligences, eight intelligences that represents each

person has eight different capacity, namely: linguistic

intelligence (Linguistic intelligence), logical - mathematical

intelligence (logical-mathematical intelligence), visual-spatial

intelligence (Spatial intelligence), physical - Action Smart

(Bodily- kinesthetic intelligence), musical intelligence

(Musical intelligence), interpersonal intelligence

(Interpersonal intelligence), intrapersonal intelligence

(Interpersonal intelligence) and natural intelligence (Naturalist

intelligence).

■ everyone has all of the multiple intelligences

Everyone has the potential of multiple intelligences, but each

one varying degrees of intellectual development. If a few

people in all or most intelligent of all has a very high standard;

others because of obstacles to development, if in addition to

the initial intelligence, the lack of all other intelligent; the vast

majority of people in the two extremes, some intelligence is

developed, some of the intelligent general, the rest of the

intelligence of the less developed.

■ Most people's intelligence can be developed to fully

competent level

If given proper encouragement and guidance, each person has

the ability to make all of the intellectual development to an

appropriate level. Suzuki Talent Education program (Suzuki

Talent Education Program), for example, musical talent the

average person in a highly supportive environment (the

participation of parents, grew up listening to classical music)

under the influence, over time can also play a rather high

degree of piano and violin music .

■ Intelligent often in complex ways to the operation of

integration

For illustration, in theory, will be divided into eight kinds of

intelligence; but in real life, intelligence operations are not

independent, but the mutual integration. When a group of

法。

children playing the game, he needs to use language to

communicate with others in order to understand the smart

■

亲人和老师可能启发与关闭儿童的智能

rules of the game, the use of logical- mathematical intelligence

to calculate the score, the use of spatial intelligence to

Howard Gardner< /p>

（霍华德

·

加德纳）教授提出明朗化经< /p>

understand and to adapt themselves to the game site, the use

验

(crystallizing experiences)

与麻痹化经验

(paralyzing

of operational intelligence to perform physical agility pass, the

experiences)

的观念以说明师长的作为可以如何启发与关

use of music to listen to the teacher's sound signals

闭儿童的智能。

明朗化与麻痹化经验 是一个人智能发展的

intelligence operation, the use of interpersonal intelligence to

转折 点，可能发生在一生中的任何时候，但通常发生在童

lead the team of external unity with intrapersonal intelligence

年的早期。

例如，

小提琴家曼纽因

(Yehudi Menuhin)

在不

to control their emotions.

满四岁的时候，他的父母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，后来他向父母要求一把小提

■ Each has a different performance of the smart way

琴作为生日礼物，并要那天晚上演奏的小提琴独奏者教他

演奏。

这个明朗化经验开启了儿童时期曼纽因的音乐智能。

To linguistic intelligence, a person may be illiterate, but it can

相反的，

麻 痹化经验指的是关闭智能的过程。

公开的羞辱，

tell a vivid story. The physical operation of the intelligent, a

愤怒，恐惧等负面的情绪通常会阻碍儿童的智能发展。 另

person may not be good at sports but can produce beautiful

外环境的因素

(

是否有机会接近资源或良师益友

)

也 有可能

handicrafts. Each has a variety of intelligence in the

促进或妨碍智能的发展。

performance of the smart way.

多元智能简介

1.

语言智能

(Linguistic intelligence)

■ relatives and teachers may be inspired and intelligent

children off

Howard Gardner (Gardner Howard) Professor clarified

experience (crystallizing experiences) and paralysis of the

experience (paralyzing experiences) to illustrate the concept of

teachers as to how to inspire children's intelligence and

ied with the paralysis of the experience is a turning

point in human intellectual development may occur at any

time in life, but usually occurs in early childhood. For

example, the violinist Menuhin (Yehudi Menuhin) in the

unhappy year-old, his parents took him to listen to the San

Francisco Symphony's concert, so he was very fascinated by

this experience, he later asked a violin to the parents as a

birthday gift and to play that night taught him to play the

violin soloist. This became clear on the experience of

childhood Menuhin's musical intelligence. On the contrary,

the paralysis of experience refers to the process of intelligence

is humiliation, anger, fear and other negative

emotions often impede the child's intellectual

development. Other environmental factors (whether the

resources or the opportunity to close mentor) may also

promote or hinder intellectual development.

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，并能了解他人的能力。这项 智能包括把文

法、音韵学、语义学、语言实用学结合在一起并运用自如

< br>的能力。

Introduction to Multiple Intelligences

Linguistic intelligence (Linguistic intelligence)

Linguistic intelligence, is able to effectively use oral language

这项能力将有 助于孩子学习语言的结构、

发音、

意思、

and written words to express their ideas and the ability to

understand others. This intelligence includes the grammar,

修辞，并进而加以结合作实际的使用。

phonology, semantics, language and practical learning

在帮助孩子发展语言能力的过程中，一定要注意按照

combined with the ability to use freely.

孩子的发展顺序 和学习兴趣施以影响，注意每个孩子的个

体差异，不要与其它孩子攀比，因为

火车晚点，不一定会

This capability will help children learn the language structure,

pronunciation, meaning, rhetoric, and thus be combined for

误船

”

。

practical use.

Help children develop language skills in the process, we must

pay attention to the development in accordance with the

child's interest to impose order and learning effects, attention

to each child's individual differences, not comparisons with

other children, because

2.

逻辑－数学智 能

(Logical-mathematical intelligence)

wrong boat.

逻辑－数学智能，就是 指能有效运用数字和推理的能

Logical - mathematical intelligence (Logical-mathematical

力。

这项智能包括对逻辑的方式和关系，

陈述 和主张，

功

intelligence)

能及其它相关的抽象概念的敏感性。

Logical - mathematical intelligence, refers to the effective use

这项能力将有助于孩子学习计算、

分 类、

分等、

概括、

of numbers and reasoning ability. This intelligence includes

推论、假设、逻辑、陈述和因果，以及其它相关抽象概念。

the way of logic and relationships, statements and claims, the

abstract concept of function and other related sensitivity.

3.

视觉空间智能

(Spatial intelligence)

This capability will help children to learn computing, sorting,

grading, general, inferences, assumptions, logic, and cause

and effect statements, and other related abstractions.

Visual-spatial intelligence (Spatial intelligence)

Visual-spatial intelligence, is precisely the feeling of visual

视觉空间智能，

< br>是指准确的感觉视觉空间，

并把所感

space, and to the sense of demonstrated ability. The

觉到的表现出来的能力 。

这项智能包括对色彩，

线条，

形

intelligence includes color, line, shape, form, space and the

状，

形式，

空间及它们之间关系的敏感性，

也包括将视

sensitivity of the relationship between them, including the

觉和空间的想法具体地在脑中呈现出来，

以及在一个空间

visual and spatial ideas presented specifically in the brain, as

的矩阵中很快找出方向的能力。

well as the matrix in a space soon to find out direction ability.

这项能力将有助于孩子学习色彩、

线 条、

形状、

形式、

This capability will help children learn colors, lines, shapes,

空间、解读图形讯息等。

form, space, reading messages such as graphics.

4.

肢体－动作智能

(Bodily- kinesthetic intelligence)

Body - Action Smart (Bodily-kinesthetic intelligence)

肢体－动作智能，是指善于运用整个身体来表达想法

Body - the action intelligent, is good at using the whole body

和感觉，

以及运用双手灵巧地生产或改造事物

;

这项智能

to express ideas and feelings, and use both hands to produce

包括特殊的身体技巧，

如平衡、

协调、

敏捷、

力量、

弹

or transform things smart; the intelligence of the body,

性和速度以及由触觉所引起的能力。

including special skills, such as balance, coordination, agility,