We study smis from point of view of combining schema with kinesthetic intelligence , that is , bodily kinesthetic intelligent schema ( bkis ) 从图式理论和人体的动觉智能结合的角度研究动觉智能图式。
2.
A still small voice , a teacher in our dreams , a waking vision , or a kinesthetic feeling of numinous presence is all we may perceive in the way of guidance 一个寂静的小声音，一个我们梦想里的教师，一个醒着的幻象，或者一个精神上的肌肉运动知觉的出现，所有一切在指引的道路上，我们都可以察觉得到。
3.
On the base of large quantity of scientific research , gardner pointed out there were eight styles of intelligences : linguistic intelligence , logical - mathematical intelligence , spatial - intelligence , bodily - kinesthetic intelligence , musical intelligence , interpersonal intelligence . intra - personal intelligence and naturalist intelligence 加德纳在大量科学研究的基础上归纳为8种智能，即语言智能、音乐智能、逻辑?数学智能、空间智能、身体?运动智能、自我认识智能、人际关系智能和自然观察者智能。
4.
Gardner defines intelligence as an ability to solve problems or create products that are valued in at least one or more culture settings . his view of intelligence suggests that all people possess at least eight different intelligences which operate in varying degrees . these intelligences as identified by gardner include linguistic intelligence , logical / mathematical intelligence , spatial intelligence , musical intelligence , bodily / kinesthetic intelligence , interpersonal intelligence , intrapersonal intelligence and naturalist intelligence 加德纳将智力定义为在特定的文化背景下或社会中，解决问题或制造有效产品的能力，他根据“智力选择依据系统” ，经过严格论证筛选，提出人类智力至少应包括：语言智能、数学逻辑智能、空间智能、身体运动智能、音乐智能、人际关系智能、自我认识智能和自然观察智能等8种智能。
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All the data were analyzed by analysis of variance of spss , and it turned out some surprising and unexpected findings , which deviated from the original hypothesis : ( 1 ) chinese non - english - majored efl learners showed multiple perceptual learning modalities , which was the similar tendency with those in traditional classroom ; ( 2 ) although there was a slight decrease of the means of six instructional learning styles , there was no statistically change of the visual , tactile , kinesthetic , individual and group learning ; ( 3 ) however , there was a significant negative shift on auditory learning style of chinese non - english - majored efl learners , which was contrary to the originally hypothesis ; ( 4 ) after being analyzed as a moderator variable , gender played a significant part in the choice of instructional learning styles among chinese non - english - majored efl learners ; ( 5 ) within the group of female or male learners , it produced significant change in auditory , kinesthetic and group learning in female students while there was no significant change of all the six learning styles in male students 而长期以来，研究者都是从理论的角度，对学习方式和计算机辅助教学进行研究，从实证角度的研究乏善可陈，基于此,本文运用定量研究的方法,着眼于调查研究计算机辅助教学对大学英语学生学习方式影响.本文以重庆大学来自8个专业的353名学生为研究对象,根据他们接受计算机辅助教学的时间长短分为三个组,进行问卷调查,对数据进行整理和分析,得出以下结论：大学英语学生倾向于多种学习方式；在六种学习方式中,有五种学习方式并没有随着在计算机辅助教学的环境而呈现显著的变化；但在听觉型学习方式上,出现了下降；从对性别的比较中,男生和女生在几种学习方式上具有显著的差别;而计算机辅助教学环境对男生学习方式没有明显的作用,却对女生的听觉型,体验型和小组型学习方式有显著影响。
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They are verbal - linguistic intelligence , logical - mathematical intelligence , visual - spatial intelligence , bodily - kinesthetic intelligence , interpersonal intelligence , intra - personal intelligence and musical - rhythmic intelligence . the seven particular intelligences emphasize that the intelligence should be practiced in the practice and can be influenced by environment and education . however the method , which is used to looking on multiple intelligences in many dimensions is put importance on by the theory of multiple intelligence itself 多元智力理论认为个体存在着7种相对独立的智力，即言语语言智力，数理逻辑智力，视觉空间智力，身体运动智力，人际交往智力，自知反省智力和音乐节奏智力，并指出这7种智力具有独特性，强调的是实际的能力，并受环境和教育的影响，而多元智力理论本身重视的是多维地看待智力的方法。
