{"title":"多元智力理论在大学外语教学中的应用","authors":"N. Mamontova","doi":"10.26730/lingvo.2020.62-80","DOIUrl":null,"url":null,"abstract":"The article considers the methodological aspects of teaching foreign languages at university; the possibility of applying the theory of multiple intelligence to foreign language teaching is studied; the concept of the case-project as a method of teaching is defined which combined case study method and project method; methods of organizing research activity of students through the technique of team work for development and introduction in educational process the idea of development of added multiple intelligences are implemented; a questionnaire to define the dominant types of intelligences is developed and tested; psychological-didactic, organizational-methodical and evaluative-reflexive features of the use of the implemented theory in teaching foreign languages are analyzed.","PeriodicalId":203801,"journal":{"name":"THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION","volume":"12 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"METHODICAL EXPLANATION OF THE IMPLEMENTATION OF THE MULTIPLE INTELLIGENCE THEORY IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY\",\"authors\":\"N. Mamontova\",\"doi\":\"10.26730/lingvo.2020.62-80\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The article considers the methodological aspects of teaching foreign languages at university; the possibility of applying the theory of multiple intelligence to foreign language teaching is studied; the concept of the case-project as a method of teaching is defined which combined case study method and project method; methods of organizing research activity of students through the technique of team work for development and introduction in educational process the idea of development of added multiple intelligences are implemented; a questionnaire to define the dominant types of intelligences is developed and tested; psychological-didactic, organizational-methodical and evaluative-reflexive features of the use of the implemented theory in teaching foreign languages are analyzed.\",\"PeriodicalId\":203801,\"journal\":{\"name\":\"THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION\",\"volume\":\"12 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-06-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.26730/lingvo.2020.62-80\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.26730/lingvo.2020.62-80","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
METHODICAL EXPLANATION OF THE IMPLEMENTATION OF THE MULTIPLE INTELLIGENCE THEORY IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY
The article considers the methodological aspects of teaching foreign languages at university; the possibility of applying the theory of multiple intelligence to foreign language teaching is studied; the concept of the case-project as a method of teaching is defined which combined case study method and project method; methods of organizing research activity of students through the technique of team work for development and introduction in educational process the idea of development of added multiple intelligences are implemented; a questionnaire to define the dominant types of intelligences is developed and tested; psychological-didactic, organizational-methodical and evaluative-reflexive features of the use of the implemented theory in teaching foreign languages are analyzed.