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Question

根据加德纳的多元智力理论,人的智力领域是多方面的,人们在解决实际问题时所需要的智力也是多方面的,现实生活需要每个人都充分利用多种智力来解决各种实际问题。由此加德纳的多元智力理论为我们保证学生的全面发展提供了一个理论上的新支点:全面的公平的教学应该考虑到学生的各个方面,应该满足每个学生个性发展的不同需求,应该能够为学生各种智力潜能的发展创造良好的条件,我们向学生展示的智力领域应该是全方位的,是能够在真正意义上保证学生全面发展的。
课堂教学公平必然是建基于差异发展上的公平，是让每个学生的潜力和优势智能得到充分自由发展的公平。这种公平不是学习条件的公平，而是发展机会的公平；不是齐步走式的公平，而是个性化的公平；不是同一发展目标专制下的公平，而是发展自由度（或者称发展空间）的公平。课堂教学的公平就是让学生差异地、充分地、自主地获得发展，它体现在学生能够按照自己的个性和优势智能发展的自由度的平等上，体现在各种成才之路相互宽容、差异共存上。人的遗传素质不同，生活条件不同，社会环境不同导致了教学面对的对象在许多方面呈现出智力的多元化参差不齐性。这就要求我们在教学中要区别对待、因势利导、因材施教，甚至对一些学生还要给予特殊的关怀与照顾。

Answer 1

According to Gardner's multi-dimensional intelligence theory, human's intelligence domain is various, people when solution actual problem needs the intelligence is also various, the real life needs each people fully to use many kinds of intelligences to solve each kind of actual problem. From this Gardner's multi-dimensional intelligence theory for us guaranteed that student's full scale development has provided new pivot a theoretically: The comprehensive fair teaching should consider student's each aspect, should satisfy each student individuality development the different demand, should be able for the student each kind of intelligence potential development creation good condition, we the intelligence domain which demonstrated to the student to be omni-directional, is can guarantee the student full scale development in the true sense. The classroom instruction fair is inevitably constructs based on the difference development in fair, is lets each student's potential and the superiority intelligence obtains full free development fair. This kind fair is not study condition fair, but is development opportunity fair; It is not walksin step -like fair, but is personalized fair; It is not identical development targets despotic under fair, but develops the degree-of-freedom (or calls development opportunities) fair. The classroom instruction fair is lets the student difference, obtain the development independently fully, it manifests in the student can according to her individuality and in the superiority intelligence development degree-of-freedom equality, manifests, in each kind matures the road to be mutually tolerant, in the difference coexistence. Human's heredity quality is different, the living condition is different, the social environment caused the object which the teaching faced to present the intelligence differently in many aspects multiplex irregular. This requests us to the differential treatment in the teaching, adroitly guide action according to circumstances, to teach students in accordance with their aptitude, even must give the special concern and the consideration to some students.