易车与汽车之家:帮助孩子在学校里成功

您的孩子是不是在学校里苦苦奋斗？您的孩子是不是一到该做作业的时候就拖延？您孩子的老师是不是常常评价说您的孩子有能力，但是这股子潜力就是发挥不出来？或者，您的孩子在学校里一切行为正常，但就是对学习感到无聊或者提不起劲？这里可有些你需要知道的秘密来改变这一点。

We are all born with certain propensities.  We enjoy doing some things more than others and we see the world and experience it from a certain perspective.  Parents can often say, “Oh, Johnny could stay outdoors playing in the dirt all day long,” or “Susie is such a people person”.  At a very early age children show what they enjoy doing and what they are naturally interested in.  Paying attention to this can be very beneficial to parents and in turn, to their children.

我们生来就具有某种倾向。我们做某事会比做其他事更加享受，并且我们观察和体验世界也都来自一个特定的视角。家长们常说：“噢，强尼可以一整天呆在外面玩泥土。”或者“苏西就是这样一个喜欢和人打交道的人。”在很早的时候，孩子们就展示了他们乐于做的事情以及什么是他们天然感兴趣的。注意到这些对家长们是非常有益的，同时也会对他们的孩子们有益。

Dr. Howard Gardner, professor of education at Harvard University, developed a theory called, “Multiple Intelligences”. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

霍华德·加德纳博士，哈佛大学的教育学教授，提出了多元智能理论。它表明基于IQ测试的智力标志太有限了。相反，加德纳博士提出八个不同的智力元素来计算儿童及成年人的更广泛的潜能。

Here is a brief summary of these eight intelligences:

以下是这八项智力原色的简要概括。

1) Linguistic intelligence (word smart) involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Gardner sees as having high linguistic intelligence.

1）语言智能（词语的智能)包括口语和书面语的敏感度，学习语言的能力，以及运用语言来完成特定目标的能力。这项智能包括了有效地运用修辞性语言或诗歌语言表达自我的能力，还有将语言作为一种记忆信息的方式。作家、诗人、律师和演讲者被加德纳视为那些拥有着高水平语言智能的人。

2) Logical-mathematical intelligence (number/reasoning smart) consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

2）逻辑数学智能（数字或推理的智能）包括逻辑底分析问题的能力，推导出数学的步骤，并且科学地调查事务。用加德纳的话说，它导致了检测模式、理性推理和逻辑思维能力。这种智能常常与科学和数学思维联系在一起。

3) Musical intelligence (music smart) involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.

3）音乐智能（音乐的才能）包括包括表演、写作、音乐模式的欣赏。它包含着识别和创作音高、音调和韵律。

4) Bodily-kinesthetic intelligence (body smart) entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.

4）身体运动智能（身体的才能）包括运用自己的全身或身体的某些部分来解决问题的潜能。这是一种使用意志力量来协调身体运动的能力。

5) Spatial intelligence (picture smart) involves the potential to recognize and use the patterns of wide space and more confined areas.  

5）空间智能（图像智能）包括识别和运用广阔空间和封闭区域的模式的潜能。

6) Interpersonal intelligence (people smart) is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselours all need a well-developed interpersonal intelligence.

6）人际交往智能（社交智能）与理解他人的意图、动机和需求的能力。它使得人们能够有效地与他人合作。教育家、销售员、宗教和政治领袖还有律师都需要有充分发展的人际交往智能。

7) Intrapersonal intelligence (self smart) entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations.

7）自我认识智能（自我智能）包括理解自我、了解一个人的感受、恐惧和动力的能力。

8) Naturalist intelligence (nature smart) enables human beings to recognize, categorize and draw upon certain features of the environment. A number of schools in North America have looked to structure curricula according to these intelligences, and to design classrooms and even whole schools to reflect the understandings that Howard Gardner developed. It takes a commitment though from school boards, administrators and teachers to put something like this into practice.

8）自然智能（自然才能）使人类能够认识、分类和利用环境的特性。许多北美的学校已经注意按照这些智能去构造全部课程，以及设计教室甚至整个学校来反映对霍华德·加德纳理论的领悟。这些通过学校董事、管理人员和教师的承诺以推动类似事务付诸实践。

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.

加德纳博士指出，我们的校园及其文化把太多的注意力放在了语言和逻辑数学智能上了。我们尊重我们文化中能够高度精确或逻辑的阐明事理的人物。然而，加德纳博士认为，我们也应该把同样的注意力放到那些在其他智能上展现出天赋的个体上：艺术家、建筑师、音乐家、科学家、设计师、舞蹈艺术家、治疗学家、企业家还有那些使得我们生活的世界更加丰富的人们。

Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD,” or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom.

不幸的是，拥有这些天赋的孩子们在学校里并有没有获得适合他们的强化发展。这些孩子中的大部分，在一个重视语言和逻辑数学的课堂上，他们独特的思考和学习方式不被重视，最后被贴上“学习障碍”、“注意缺失紊乱 ”的标签或者仅仅是智力欠佳。

So, if your child’s school does not teach based on these principles, how can you as the parent use them to help your child be successful in school and in life?

因此，假若您的孩子的学校并不是依据这些准则教学，你作为家长怎能指望通过他们帮助你的孩子在学校或者生活中取得成功？

Let’s first take a look at how Howard Gardner’s theory would work in a classroom.  Then, we’ll look at how you can use these techniques at home.

让我们先来瞧瞧霍华德·加德纳的理论在课堂上将怎样起作用。然后，我们来看看您将如何将这些技艺用在家中。

Let’s pretend a teacher needs to teach a lesson about the law of supply and demand. They might read to their students about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of one’s own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Bob Dylan’s “Too Much of Nothing? Or John Mayer’s “Waiting on the World to Change”).

假想有一位将教授学生关于供给与需求规律课程的老师。他们将向学生念出它来（语言上），学习表达它的数学公式（逻辑数学上），检测一个描述了其理论的图表（空间上），在现实世界考察一下这则规律（科学上）或者在人类商业世界上（人际交互的，从某人的身体来检测法则（比如，当你为你的身体提供了大量的食物，饥饿的需求就减弱了；当只有极少量的供给时，你的胃对事物的需要就急剧上升，你就觉得饿了）（身体运动及自我感知上的），或者写一首描述这条定理的歌（也许是Bob Dylan的“微不足道的事？”或者John Mayer的“在世上等待改变”）

It isn’t necessary for teachers to teach something in all eight ways, just for them to see what the possibilities are, and then decide which particular pathways align best with the topic. As well, a teacher should also provide students with an opportunity to discover which intelligence best describes themselves.  After students are aware of this they can take charge of their learning.  When they study for tests they can relate all the ideas to topics that mean something to them.  When they do a project they can present it in a way that most makes sense to them.

这并不是要老师们教东西时八种方式都要用到，仅仅是让他们看到还有什么样的可能性，然后再决定什么样的方式组合最适合那个主题。同时，老师也提应该为学生们提供探索他们最适合的智能的机会。在学生们意识到这点后，他们就可以掌控他们的学习。当他们为测试而学习时，他们就可以把所有与主题相关的主意以对他们特别有意义的方式联系起来。当他们做一个项目时，他们可以用对他们来说讲得通的方式来展现它。

If your child’s school doesn’t work this way then you can still teach this to your child and they can still use the strategy to study and complete projects and assignments.

如果您孩子的学校并不是这样做的，您仍然可以这样教您的孩子，并且他们还可以用这样策略去学习、完成项目和作业。

The first step is to go to http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

第一步就是要去http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Have your child take the test that determines their intelligence.  Then describe all eight intelligences to them, in language appropriate to their age of course, so that they will have a clearer understanding of each one.

让你的孩子参加这样一个测试来确定他们的智力。然后向他们描述这八个智力，当然是用对他们的年龄适合的方式来说，这样他们就能够对每一个都有一个更清晰的理解。

Once your child is clear about how they learn and how this is innately what they enjoy, then the next step is to show them how they can use this with their school work.

一旦您的孩子了解了他们是怎样学习的并且他们所享受的是如何源自天赋，接着的下一步就是向他们展示他们可以怎样利用这个来完成他们的学校功课。

When an assignment or project comes home tell them to put the topic of whatever the project is in the center of a blank sheet of paper, and draw eight straight lines or “spokes” radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for learning or showing that topic and write down ideas next to each intelligence. They might just want to do the assignment in a way that aligns with their intelligence, but it’s important for them to know that everyone has a little of each intelligence so they can mix and match too.

当一个作业或项目带回了家，告诉他们无论是什么项目，把主题放在一张白纸的中间，画八条直线或发散式地从这个出题发言。给每条线标上不同的智能。然后开始头脑风暴想法用来学习或展示那个主题，在每项智能旁写下这些主意。也许他们只想以适合他们智力的方式完成作业，但是很重要的一点是要让他们知道每个人都有各自的聪明才智，所以他们可以合理地搭配起来。

With anything new, this process will need guidance and practice however, you will be amazed at how quickly they catch on and how engrossed in their homework they will be.

无论什么新的内容，您将很惊奇地发现他们多么快地掌握和全神贯注于他们的功课。但是这个过程仍然需要指导和练习。

Our world has become smaller due to globalization and it’s also becoming a world where different “traits” or intelligences are needed.  Let’s help our children understand and feel good about themselves. With these two things in place they will feel confident to use what they’ve got to help make their difference in this world

我们世界已经因为全球化变得更小了，并且它成为了这样的世界，在这里不同的特质或智能都是需要的。让我们帮助我们的孩子理解和感觉到他们有多么优秀。这两样东西摆正位置了，他们将更加自信地去使用他们的天赋来帮助他们在这个世界上有所作为。