| CHAPTER ONE INTRODUCTION | 第1-16页 |
| ·Background of the Research | 第12-15页 |
| ·What is intelligence | 第12-13页 |
| ·The present teaching situation in Chinese college language teaching | 第13-14页 |
| ·The Teaching Model in College English Curriculum Requirements (For Trial Implementation) | 第14-15页 |
| ·Aims and significance of the Research | 第15-16页 |
| CHAPTER TWO LITERATURE REVIEW | 第16-33页 |
| ·Detailed Introduction of Multiple Intelligence | 第16-26页 |
| ·The basis for Multiple Intelligences | 第16-20页 |
| ·The differences between the traditional definition of IQ and MI | 第20-22页 |
| ·What are Multiple Intelligences? | 第22-24页 |
| ·Key points of MI in practice | 第24-25页 |
| (1). Each person possesses all eight intelligences | 第24页 |
| (2).Intelligences can be developed | 第24-25页 |
| (3).Intelligences work together in complex ways | 第25页 |
| ·Criticisms | 第25-26页 |
| ·MI and Other Concepts | 第26-33页 |
| ·MI and Cognitive Skills | 第26-29页 |
| (1) Memory | 第26-27页 |
| (2) Problem Solving | 第27-28页 |
| (3) MI Theory and Bloom's Levels of Cognitive Complexity | 第28-29页 |
| ·Incorporating MI into Curricula | 第29页 |
| ·MI in the Classroom | 第29-31页 |
| ·MI and Assessment | 第31页 |
| ·MI and EFL Teaching | 第31-33页 |
| CHAPTER THREE RESEARCH DESIGN | 第33-46页 |
| ·Objectives of the Study | 第33页 |
| ·Participants | 第33页 |
| ·Data Collection Instruments | 第33-36页 |
| ·Multiple Intelligences Inventory | 第34页 |
| ·Classroom Observations | 第34页 |
| ·Interviews with the Participants | 第34-35页 |
| ·Questionnaires | 第35-36页 |
| ·Procedure | 第36-46页 |
| ·Teaching Plan | 第36-37页 |
| ·Assessment | 第37-38页 |
| ·Activities | 第38-46页 |
| Unit 1: Growing Up | 第39-40页 |
| Unit 2: Friendship | 第40-41页 |
| Unit 3: Understanding Science | 第41-42页 |
| Unit 4 American Dream | 第42-43页 |
| Unit 5 Romance | 第43-44页 |
| Unit 6 Animal Intelligence | 第44-46页 |
| CHAPTER FOUR DATA PRESENTATION AND DISCUSSION | 第46-62页 |
| ·Data Presentation | 第46-48页 |
| ·Individual Differences in MI Profiles | 第46-47页 |
| ·Results of Interviews | 第47页 |
| ·Results of Questionnaires | 第47-48页 |
| ·Discussion | 第48-52页 |
| ·Advantages of Using MI theory | 第48-50页 |
| (1) MI transforms teacher's idea and ways of teaching | 第48-49页 |
| (2)MI enhances learning | 第49页 |
| (3) Students' enthusiasm of learning stimulated | 第49-50页 |
| (4) The opportunity of using English increased | 第50页 |
| ·Problems of Using MI | 第50-52页 |
| (1) Problem in assessment | 第50-51页 |
| (2) Problem in lesson plan | 第51页 |
| (3) Problem in classroom activities | 第51-52页 |
| (4) MI requires teachers'teamwork | 第52页 |
| ·Suggestions for implanting MI into College English Teaching | 第52-62页 |
| ·Strategies for the Application of MI | 第52-55页 |
| (1) Focusing on the Uniqueness of the Individual | 第52-53页 |
| (2) Teaching to the Intelligences | 第53页 |
| (3). Planning MI Lessons | 第53页 |
| (4) Assessing the Effectiveness of MI Lessons | 第53-54页 |
| (5)Learning About Successful Applications | 第54-55页 |
| ·Specific Techniques for the Application of MI | 第55-62页 |
| (1) Lesson Designing | 第55-56页 |
| (2) Choosing Materials | 第56-59页 |
| (3) Class Activities | 第59页 |
| (4) Eight Activity Corners | 第59页 |
| (5) Student Project Work | 第59-60页 |
| (6) Assessment | 第60-62页 |
| CHAPTER FIVE CONCLUSION | 第62-65页 |
| ·Summary of the Findings | 第62页 |
| ·Implications | 第62-65页 |
| APPENDIX A | 第65-70页 |
| APPENDIX B | 第70-74页 |
| APPENDIX C | 第74-76页 |
| BIBLIOGRAPHY | 第76-79页 |
