Abstract: Based on the core of MI theory, this paper analyses problems existing in junior middle school’s English homework design at first, and then accounts for the enlightenments of MI theory to the homework design combined with the features of English discipline. After specifying principles, the author figures out approaches and presents some real cases of designing English homework in junior middle school, which sets models and reference for the students’ learning and teachers’ teaching English. The conclusion of this thesis is that MI theory gives much enlightenment to junior middle school’s English homework design, which not only arouses students’ interest, but also improves their efficiency of studying. Meanwhile, it requires educators to teach students in accordance with their aptitude, flexible and open, to improve the quality of teaching.
Key words: MI theory; junior middle school; homework design.
CONTENTS
Abstract
摘要
1. Introduction
2. MI Theory
2.1 Introduction of MI Theory
2.2 Educational Values of MI Theory
3. Problems of Junior Middle School’s English Homework Design Under Traditional Views of Intelligences
3.1 Narrow Resources
3.2 Single Form
3.3 Simple Function
3.4 Rigid Way of Presenting
4. Designing of Junior Middle School English Homework with the Guidance of MI Theory
4.1 Principles of Designing with the Guidance of MI Theory
4.1.1 Subjectivity Principle
4.1.2 Layering Principle
4.1.3 Practice Principle
4.1.4 Creativity Principle
4.2 Improving Methods of Designing with the Guidance of MI Theory
4.2.1 Diversified Homework Design
4.2.2 Situational Homework Design
4.2.3 Particular Intelligence Homework Design
5. Enlightenment of Multiple Intelligences in Junior Middle School’s English Homework Design
5.1 Emphasizing on Designing in Accordance with Students’ Aptitude
5.2 Focusing on Diversity and Openness
5.3 Paying Attention to Creating Situations
5.4 Cultivating Practical Abilities
6. Conclusion
Bibliography
Acknowledgements
