加德纳的“多元智能”理论与美育

Gardner:“Multiple Intelligences Theory” and Aesthetic Education

本文集中探讨了美国当代著名教育家霍华德·加德纳的“多元智能理论”及其同美育的关系。本文指出 ,加德纳的“多元智能理论”是在二十世纪后半期 ,知识经济背景下 ,反对传统的“应试教育”的产物。当代教育领域存在“统一规划的学校教育”与“以个人为中心的学校教育”两种教育模式的斗争。前者以“智商”测试为标志 ,建立非情景化的评估体系 ,实质为“应试教育”。后者强调一种更加灵活的情景化的评估体系 ,适合于人的“多元智能”的开发 ,实质是“素质教育”。本文认为 ,加德纳的“多元智能理论”不仅从素质教育的角度为美育开辟道路 ,而且在教育内容上也将艺术教育提到突出位置 ,同时也为美育提供了更加科学的评估方法。

This article focuses on the relation between the multiple intelligences theory of Howard Gardner,a famous American educationalist of the time,and aesthetic education.It argues that the multiple intelligences theory of Gardner is the product of traditional examination education in the background of knowledge economics in the second half of the 20 th century.There exists a battle between two educational modes:unified school education and individually centered school education.The former takes the intelligence quotient as its symbol and sets up a non scenic evaluation system.Its substance is examination education.The latter emphasizes a more flexible scenic evaluation system.It adapts to the exploitation of people’s multiple intelligences and its[CM(39]substance is accomplishment education.The multiple intelligences theory of Gardner not only pioneers roads for aesthetic education from the viewpoint of accomplishment education,but also puts artistic education on an important position and supplies aesthetic education with a more scientific evaluation method.