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Title: Зарубіжний досвід використання теорії множинного інтелекту Говарда Гарднера в навчальному процесі
Other Titles: Foreign Experience of Using Howard Gardner's Multiple Intelligences Theory in the Learning Process
Authors: Лещенко, Марія
Leshchenko, Mariia
Гринько, Вікторія
Hrynko, Viktoriia
Keywords: теорія множинного інтелекту
види інтелекту
зарубіжний досвід
педагогічна практика
theory of multiple-intelligences
types of intelligence
foreign experience
pedagogical practice
Issue Date: 2017
Publisher: СумДПУ імені А. С. Макаренка
Citation: Лещенко, М. Зарубіжний досвід використання теорії множинного інтелекту Говарда Гарднера в навчальному процесі [Текст] / М. Лещенко, В. Гринько / Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2017. – № 10 (74). – С. 113–131.
Abstract: У статті схарактеризовано сутність теорії множинного інтелекту Г. Гарднера, розвиток основних її положень, зарубіжний досвід її впровадження в освітні практики. За Г. Гарднером, кожна особистість має множину видів інтелекту. Кожен із цих різних видів представляє спеціальні способи обробки й інтерпретації інформації, таким чином інформуючи, у який спосіб кожна особа пізнає світ. Охарактеризовано сім інтелегенцій - вербально-лінгвістична, логічно- математична, інтраперсональна, візуально-просторова, музично-ритмічна, кінестетична, інтерперсональна, які спочатку виокремив Г. Гарднер, а також натуралістична, екзистенціальна й педагогічна, що були додані пізніше. Узагальнено рекомендації для педагогів щодо реалізації теорії множинного інтелекту в навчальних практиках. Визначено шляхи вирішення проблем, що можуть виникати під час реалізації теорії множинного інтелекту в педагогічній діяльності.
The article describes the essence of the theory of H. Gardner, development of its main principles, foreign experience of its realization in educational practices. H. Gardner suggested that each person had a plurality of types of intelligence. Each of these different types represents special ways of processing and interpreting information, thus informing in which way each person cognizes the world. Creation and dissemination of the theory of multiple intelligences began a revolution in understanding and developing of the thinking processes in learning. H. Gardner argued that intelligence was dynamic and multidimensional, beyond the limits of the capabilities of linguistic-logical abilities that had traditionally been diagnosed in the learning process. G. Gardner's theory of multiple intelligences has generated doubts about sustainable concepts in the field of cognitive science and education. According to H. Gardner's theory, every person has different types of mind, the so-called intelligences, which reflect different ways of cognitive interaction with the world. Initially, H. Gardner distinguished seven intelligences - verbal-linguistic, logical- mathematical, intrapersonal, visual-spatial, musical-rhythmic, kinesthetic, interpersonal, later the scientist added naturalistic, existential and pedagogical. These types of intelligence are used by each individual to varying degrees, but one or more can dominate. The theory was not unambiguously accepted by scholars in the field of psychology, since, according to critics, was not subjected to a detailed experimental test. In response to critical remarks H. Gardner argued that his theory was based solely on scientific data taken from psychology, anthropology and biology (neurobiology, genetics). H. Gardner emphasized that the theory was based on the evidence of science; it changed on the basis of new scientific evidence, for example, only fifteen years after the initial formulation of the theory pedagogical intelligence had been determined as a human potential that began to develop in the early years of human life and manifested itself in the ability to teach. The theory of multiple intelligences is developing successfully. In particular, based on an analysis of the intrapersonal and interpersonal types of intelligence, D. Goleman distinguished emotional and social intelligences. Although Gardner's theory was the subject of many discussions, it became a kind of catalyst that stimulated educators to rethink educational practices in the last century. At present, the theory is realized in many educational projects. H. Gardner summed up the recommendations for teachers about the implementation of the theory of multiple intelligence in educational practices: • Individualize the teaching style (according to the most effective method of perceiving the learning material for each student); • to pluralize the ways of teaching material (studying important material in multiple ways); • avoid the term "styles" us experimentally unverified. H. Gardner described ways to solve problems that may arise during the implementation of the theory of multiple intelligence in pedagogical activity. The introduction of the theory of multiple intelligence into the pedagogical practice of foreign countries changed the presentation of teachers about the essence of teaching and learning processes in such a way that they began to take into account the individual differences of students in the ways of perceiving the educational material, provided a wide range of different activities, enriching personal experience and accelerating and facilitating the process learning helped to improve the student's learning achievements. Today, most foreign educators believe that the theory of multiple intelligences is an axiom that needs to be taken into account, first of all, when designing and conducting various educational classes. In the conditions of development of a new Ukrainian school, foreign experience of implementing the theory of multiple intelligence in educational practices becomes of special relevance for a broad pedagogical community.
Appears in Collections:Педагогічні науки: теорія, історія, інноваційні технології

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