Research on Music ClassroomTeaching Model Based on Multiple Intelligences Theory——A Quantitative Evaluation Approach

She Yunzi

School of Artificial Intelligence, Zibo Polytechnic University

Abstract：

The traditional music classroom teaching model often overly focuses on the unitary development of musical rhythmic skills, neglecting the synergistic cultivation of students' comprehensive cognitive abilities. Toaddress this issue, this paper proposes an innovative music classroom teaching model based on Howard Gardner’s Multiple Intelligences (MI) Theory. By integrating visual-spatial, bodily-kinesthetic, and interpersonal intelligences into the music curriculum, a multidimensional pedagogical framework was constructed. To verify the effectiveness of this model, a 16-week quasi-experimental study was conducted involving 90 middleschool students, divided into an experimental group (n=45) and a control group (n=45). Quantitative evaluation methods, including independent samples t-tests and paired samples t-tests via SPSS 26.0, were employed to analyze pre-test and post-test data. The empirical results demonstrate that while the pre-test showed no significant difference between the two groups (p > 0.05), the experimental group exhibited statistically significant improvements in comprehensive musical perception (t = 4.312, p < 0.01), collaborative creation (t =5.104, p<0.01), and learning motivation (t = 3.876, p < 0.01) after the intervention. The findings suggest that the MI-driventeaching model not only effectively enhances students' musical academic performance but also significantly promotes cross-disciplinary cognitive abilities. This research provides a robust empirical reference and data support for the reform of modern music pedagogy.

Key Words：

multiple intelligences theory; music education; teaching model; quantitative evaluation; empirical study