lsac周英语言教育中心生学术环境听力口语课件ug 10.pdfVIP

LSACWeek10.2

CentreforEnglishLanguageEducation

UGListeningandSpeakinginAcademicContexts

SummaryofAims–Week10.2chapter8

Summary:

▪Tounderstandtherequirementsofalecturesummary

Discussion:

▪Topracticekeepingontopic

▪Toparticipateingroupdiscussiononthetopicusinginformation

from:

▪Thecoursebookarticle

▪Thelecture

▪Otherrelatedarticles

Pronunciation:

▪Todevelopawarenessofreducedforms

Summary

Howthedefinitionofintelligencecanaffecteducation

➢7differentintelligences

➢12-IQtests-schoolteaching

➢Intelligences3to7

➢CriticismofGardner’sideas

Summary1

HowardGardner’smultipleintelligences,

developedasabroadeningofthedefinition

ofintelligenceasmeasuredbyIQtests,

haveattractedcriticismdespitehavinghad

animpactoneducation.Gardnerviewed

intelligenceasnotasinglequality,but

many.Thesetypesheclassifiedaslinguistic,

logical-mathematical,spatial,musical,

bodily-kinaesthetic,interaland

intraal.

Summary2

Onlythefirsttwoofthesearerelatedto

whatismeasuredbyIQtests,andGardner

believedthat,forexample,thespatial

awarenessofanarchitectorthemusical

andbodily-kinaestheticabilitiesused

simultaneouslybyadancerdeservedtobe

classifiedasintelligencestoo.

Summary3

Theseideashavebeeninfluentialin

educationtotheextentthattheyencourage

educatorstovalueawiderrangeofstudents

andactivitiesthanwouldtraditionallyhave

beenthecase.However,criticsarguethat

Gardner’sideasreduce‘intelligence’tothe

levelof‘talent’or‘interest,’andofferno

usefulmeansofcomparativelytesting

people.

Forlesson11.1