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中文摘要：
加德纳教育理论的主线是“个体智力多元论”，学校体育观的核心是“身体动觉智能发展论”。“身体动觉智能”既是学校体育发展的重要智能，又是一种学生综合智能。“身体动觉智能”的核心是学生的模仿能力，掌握它需要十分努力的身体实践。体育教学过程还与学生的视觉-空间智能、交往-交流智能密切相关。加德纳教育理论对中国学校体育发展的启示：身体动觉智力既是学校体育发展的目标，也是学生多元综合智力目标中的一个重要智力；体育教学应以发展学生的身体动觉为主体，同时发展学生的视觉空间、自知自省和交往交流等多种智能；每一个学生的身体素质和运动基础不同，体育教学应实施差异性教学，发挥每一个学生的特长，并与多元评价对接。
英文摘要：
The mainline of Gardiner＇s education theory is ＂individual intelligence pluralism＂, while the core of school physical education view is ＂body kinesthetic intelligence development theory＂; ＂body kinesthetic intelli-gence＂ is important intelligence for school physical education development, also a sort of student＇s comprehensive intelligence; its core is student＇s imitation ability, its mastery requires very hard physical practice. Physical educa- tion teaching process is also closely related to student＇s vision-space intelligence and communication-interaction in-telligence. Gardiner＇s education theory has the following inspirations to school physical education in China： ＂body kinesthetic intelligence＂ has earned a place for school physical education; basing its subject on body kinesthesia, physical education teaching expands various sorts of intelligence such as visual space intelligence, self-perception and self-examination intelligence, communication and interaction intelligence etc; Gardiner＇s ＂colorful spectrum＂ theory has reference significance for physical education teaching practice; ＂differential＂ teaching should be strengthened, and connected to multidimensional evaluation.
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