American psychologist Gardner's theory of multiple intelligences is a theory that pays attention to the development of human intelligence and potential and opposes the traditional theory of single intelligence. At the same time, it is also one of the guiding theories of the new curriculum reform in China, which is familiar to the vast number of educational researchers and teachers in China and is undergoing some experiments. However, it cannot be ignored that we are familiar with its theoretical form and lack of in-depth questioning in practice. Obviously, without such questioning and reflection, the effectiveness of this theory in China's education, teaching and curriculum reform will be greatly reduced. In Gardner's own view, practicing the theory of multiple intelligences is a work that is and still needs constant efforts. There are many experimental schools with multiple intelligences in America. Throughout their practice, we can find several obvious characteristics: long-term practice and exploration of multiple intelligences. Nowadays, some famous schools of multiple intelligences in the United States have worked hard for more than ten years, but they still dare not claim to have fully understood the theory of multiple intelligences and are still actively exploring it. MindyKonhaber put forward six policies to implement the localization of the theory of multiple intelligences by studying the data of American 4 1 primary and secondary schools, which involved the school culture view, school preparation, teachers' complementarity and cooperation, and students' choice opportunities. The truth highlighted by these six principles is that the practice of the theory of multiple intelligences is not an overnight thing, but a practical thing that needs to constantly explore the theory, accumulate experience and create practical conditions. Multi-intelligent school model. According to the theory of multiple intelligences, intelligence has cultural characteristics. In different social and cultural environments, people have different understanding of intelligence and different requirements for its expression. Therefore, although Gardner himself directed and organized the experiment of the teaching reform of multiple intelligences in the United States, he did not provide an example of establishing a school of multiple intelligences. He has always stressed that the culture of each region and school and the characteristics of teachers and students are the basic factors to be considered in a multi-intelligent school. The theory of multiple intelligences is neither a course nor a teaching model, so there are endless ways to implement this theory in classrooms and schools. There are six famous schools with multiple intelligences in the United States, such as Excellent Demonstration Primary School (EXPO) and Yi Kai Middle School (KLC). "Every school is different, and every school has different courses to explore the theory of multiple intelligences", and "multiple intelligences can be used regardless of the school size, economic wealth and urban-rural differences". Among the six schools, some are advanced schools in cities, and the students have superior conditions in all aspects, with little difference; Some are suburban schools, even schools with very low teaching quality. The students' background is complex, and the school faces many problems. However, through the experiment of multiple intelligences, these schools have made outstanding achievements and formed their own teaching characteristics of multiple intelligences education. The concreteness of teachers' work under multiple intelligences. The practice of the theory of multiple intelligences requires schools, especially teachers, to carry out specific and subtle work. Teachers should really start from students, not only understand their intellectual and intellectual development needs, but also respect them and strive to create suitable conditions. For example, Launa in the United States? 199 1, LaunaEllison's research team combined and reflected Gardner's theory of multiple intelligences, changed their "goal setting" plan in K-8 grade public schools, and used multiple intelligences to set goals. At the old place? In Ellison's view, students' individual goal setting helps teachers to recognize the differences of students, be proud of these differences, and actively make plans for these various needs of students. Here, all the growth areas have become students' study areas, and all the outstanding performances with differences can be respected and congratulated. Secondly, from the brief analysis of the practical characteristics of the theory of multiple intelligences in the United States, we can find that even the birthplace of the theory of multiple intelligences is full of development hopes and rich, complex, long-term and arduous in practice. Looking back on our enthusiasm for this theory, we can't help but ask ourselves and reflect: it is extremely important for educational administrators and teachers to fully and correctly understand multiple intelligences in order to truly carry out the teaching practice of multiple intelligences. The theory of multiple intelligences creates a cultural atmosphere of mutual respect, positivity and trust between teachers and students and educational administrators, which enables school administrators and teachers to accept all students with a more enlightened attitude and emotion, especially those who do not perform well in language, mathematics, logic and intelligence. Teachers' teaching practice and classroom behavior come from their faith in students. Under the theory of multiple intelligences, school administrators and teachers will no longer complain about the defects of students' intelligence, but fully respect the differences of students' intelligence distribution, actively create the best learning motivation, turn complaints into expectations, and turn negative into positive. "All students can learn", "All students can use their own intellectual advantages to learn" and "All students can succeed" are the most basic and profound ideas endowed by the theory of multiple intelligences. The theory of multiple intelligences makes school administrators and teachers truly realize the bright spots (that is, intellectual advantages) of each student, know how to operate these bright spots, and truly practice the concept of teaching students in accordance with their aptitude. However, multiple intelligences have never been the direct purpose of education and teaching, and teaching is not to cultivate students' intelligence, but to use intelligence as a tool and means to promote students' growth. It is particularly important to understand this. It is meaningless to focus only on what multiple intelligences are, or what strengths and weaknesses students have. Only by making clear the distribution of students' intelligence strength can we actively develop their intelligence advantages and strive to improve their intelligence disadvantages, so that every student can actively develop himself and experience success. This is the purpose of educational practice of the theory of multiple intelligences. It should be mentioned that in the teaching of understanding multiple intelligences, we should pay attention to that although the teaching of multiple intelligences should create an environment and atmosphere that makes students feel interesting, "interesting" is by no means the purpose of the classroom, and what is more important than "interesting" should be the learning goal and value. The classroom is still a place for teaching and showing progress, not for entertainment. The correct reason ―― the only reason ―― for bringing multiple intelligences into the classroom is to let all students learn more and give full play to their potential. At the same time, in diversified classroom teaching, we should avoid the utilitarian and superficial psychology of "pursuing diversity for diversity's sake". In other words, there is no need to involve students' seven or eight kinds of intelligence in every class. In fact, it is impossible. Gardner once pointed out with anxiety that the application of multiple intelligences is misused and abused. Some teachers think that the implementation of multi-intelligence teaching must reflect every kind of intelligence in every class, so on the surface, the classroom is full of excitement, but in essence, this is not the embodiment of multi-intelligence. Multiple intelligences are neither a trend nor a task. From the day it was founded, it was not a "unified" theory, and nothing could be put into it. Gardner and American educators have a clear understanding of this. What about China? When we know the advanced nature of this theory, and rejoice at the conceptual changes and practical possibilities it brings us, if we continue to follow the existing educational theories, such as quality education and innovative education, it is actually equivalent to obliterating the brilliance of this theory, and even distorting it, although sometimes these theories can be considered together. Therefore, in order to better promote the new curriculum reform, we have the responsibility and obligation to correctly understand this theory. However, judging from the current situation and related lessons, it seems that we have not understood its essence, especially the "unified" intelligent training practice still exists. This goes against the original intention of the theory of multiple intelligences. Therefore, we must spend more time and energy reading books on multiple intelligences, and school administrators and teachers should sit together regularly to discuss, negotiate and study practical experiences and problems. Only in this way can we truly move towards the road of education and teaching with multiple intelligences. Understanding the distribution and development needs of students' multiple intelligences is the first step to carry out the teaching of multiple intelligences. How to understand? Laura mentioned above? Ellison's research is a successful example. Excellent demonstration primary schools in the United States have also done a good job in this regard. The school sets everyone's learning goals at the goal-setting meeting twice a year. Before attending the meeting, parents and children are required to consider their children's advantages and disadvantages and interests together and set several annual goals. When teachers, students and parents meet, they will discuss and fill out forms, record students' specialties and personal goals, and sign them. Tripartite dialogue enables students to deeply understand their tasks as learners. In addition, teachers should continue to pay attention to and study students in their daily study and life in order to adjust their guidance. This is a working process that requires enthusiasm, patience, care and perseverance. No job is easy, especially in the face of multiple intelligences, which has extensive flexibility and uncertainty in practice. Greed for more and faster is doomed to failure, and passing by is doomed to nothing. What should our teacher do now? We should not constantly criticize and deny China's traditional practices with the theory of multiple intelligences, nor should we blindly match the existing so-called successful practices with the theory of multiple intelligences, just like old wine in new bottles. Instead, we should base ourselves on the reality of education and teaching, start with each student's tiny behavior, words and even ideas, and truly practice the conceptual change of intelligent mode brought by multiple intelligences ―― every child is smart, but in different ways. We should ask ourselves: Have we ever had close and long-term interaction with students? Have we given full respect, attention and solution to every idea of the students? Do we have the confidence to discover every child's intellectual strengths and weaknesses, and firmly believe that every child can succeed? Only the affirmative answers to these questions can show that we are on the road of multiple intelligences. Thomas Hall believes that if teachers and administrators do not have a high level of team spirit, it is impossible for schools to effectively use multiple intelligences. "A strong team of teachers who respect and value students' needs can help students grow and learn. A good teacher can change a student's life. " Teacher team means the support, interaction and even cooperation among teachers in emotion, knowledge and wisdom. Teachers in schools, like students, have different intellectual strengths. It is neither realistic nor contrary to the basic theory of multiple intelligences if a teacher is allowed to teach students seven or eight kinds of multiple intelligences. However, as a team of teachers, each teacher can try his best to show his intellectual advantage, and at the same time, through the role of "intelligence expert" among the members, he can get the necessary intellectual advantage support from other teachers. Teamwork teaching enables teachers to observe and understand students from different angles of intelligence, and point out a more suitable way for their intellectual development or academic growth. Bolanos, the headmaster of Yi Kai School, once said, "The starting point of an effective school project is the discussion and cooperation among teachers and their professional development. The planner of the plan must be its executor. " This sentence illustrates an important human factor in the implementation of multiple intelligence teaching. On the other hand, we still have to ask: Has our teacher ever understood and analyzed his intellectual strength? Have we really worked hard to cultivate teachers' team spirit? Are our educational administrators and teachers willing to practice multiple intelligences together, including understanding students, developing courses, observing each other's work and learning from each other? Have we condensed those teachers and school administrators who are practicing multiple intelligences into a group that constantly thinks and works hard for the same goal? Only with a positive answer can we hope to achieve the success of multiple intelligence teaching. The theory of multiple intelligences strengthens interpersonal communication in schools, and also requires the participation of parents and communities. The successful practice of American schools with multiple intelligences is to hold a "listening parent-teacher conference" or a "student achievement display day". In the "listening parent-teacher conference", it is mainly for teachers to listen to parents' views on children, which is considered as a wonderful way to understand students, because parents know children best; At the same time, it also sent a message to parents: "We will work together to make your children-our students-learn to learn". On the "exhibition day", parents can learn about the role of multiple intelligences in students through works and achievements, and share this successful experience. In addition, more American schools with multiple intelligences will invite parents and community members with special intelligence to serve as their students' tutors through a full-time tutor who is in charge of the school's contact with society, so that parents and communities can learn more about, feel and participate in the school's multiple intelligences teaching while realizing the "tutorial system" advocated by Gardner. The active participation of parents and communities not only accumulates extracurricular experience for students, but also makes students feel the expectations of parents and communities, thus stimulating greater motivation. Therefore, the practice of multiple intelligences in China, even in rural areas, cannot exclude the communication, interaction and exchange between parents and communities. To what extent have our schools and teachers achieved? Have we paid attention to the needs of parents? Do we have a system and way to communicate with parents regularly? Do we listen to and value parents' opinions and suggestions? Do we regularly and long-term insist on inviting members of the community or parents of students who have outstanding performances in different aspects of intelligence to come to the school to guide teaching? Answering these questions helps us to test our own practice. Implementing the theory of multiple intelligences is not an easy task. If we only reflect on the traditional intelligence theory and admit multiple intelligences, we think that the reform of multiple intelligences has been realized, which is obviously just an idealism and "enthusiasm in expectation" No practice comes from imagination. "Because multiple intelligences is a fairly novel sport, there is no fixed mode of implementing multiple intelligences. Therefore, the road to implementing multiple intelligences will be quite bumpy ... ". Therefore, it will be the beginning of real reform and practice to go beyond the study of "should" in the theory of multiple intelligences, bow to the reality of China, start from the researchers themselves, start from the schools and teachers involved in the reform, and move towards the study of "can" and "how".