多元智力理论回顾与反思——纪念多元智力理论诞生40周年  

Review and Reflection on the Theory of Multiple Intelligences——Commemorating the 40th Anniversary of the Birth of the Theory of Multiple Intelligences

作　　者：王友涵 胡中锋[2,3] WANG Youhan;HU Zhongfeng(School of Politics and Public Administration,South China Normal University,Guangzhou,510006,China;School of Basic Education,South China Normal University,Shanwei,516625,China;Research Center for Education and Social Intergration in the Guangdong-Hong Kong-Macao Greater Bay Area,South China Normal University,Guangzhou,510006,China)

机构地区：[1]华南师范大学政治与公共管理学院,广州5510006 [2]华南师范大学基础教育学院,汕尾516625 [3]华南师范大学粤港澳大湾区教育与社会融合研究中心,广州510006

出　　处：《全球教育展望》2024年第3期3-11,共9页Global Education

基　　金：国家社会科学基金2021年度教育学一般项目“基于学生发展的增值性评价理论与实践研究”(项目编号:BFA210064);广东省2023年教育科学规划课题高等教育专项“粤港澳大湾区教师队伍协同发展研究”(项目编号:2023GXJK412)的研究成果之一。

摘　　要：智力观是人类对自身智力的一种认识。相比传统智力观,多元智力理论自1983年提出以来,不断发展与完善,但也逐渐暴露出了理论的局限性。多元智力理论具备后现代性、可预测性、“超测验”性等特点,存在逻辑上不严密、缺乏实验数据的支撑、难以开发量表、被认为是“神经神话”等局限性,导致多元智力理论在实践方面缺乏有效的支撑。因此,有必要对之进行深入研究和重新审视,以发挥其在本土化教育中的作用。The view of intelligence is humanity's understanding of its own intellect.Compared to the traditional view of intelligence,the theory of Multiple Intelligences has developed and improved since its proposal in 1983,but it has also gradually revealed theoretical limitations.The theory of Multiple Intelligences is characterized by post-modernity,predictability,and"beyond-testing".However,it has limitations such as lack of logical rigor,insufficient experimental data support,difficulty in developing scales,and being considered as a"neuromyth".As a result,the theory of Multiple Intelligences lacks effective support in practice,which requires in-depth research and reexamination of the theory to leverage its role in the localization of education.

关 键 词：传统智力 多元智力 加德纳 40周年 回顾 反思 

分 类 号：G420[文化科学—课程与教学论]