In recent years, under the guidance of quality-oriented education, Chinese educators devoted to the reformation of Chinese education, especially in English teaching。 In 2011, the New English Curriculum Standard was published。 Then this book becomes the direction indicator of China's English teaching。 In this book, the aim of English teaching was redefined: the design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and pides English language teaching and learning into nine competence-based levels。 Overall performance objectives for each level are given in addition to detailed description of abilities regarding language knowledge, language skills, affect, learning strategies as well as cross-cultural awareness for relevant levels。

For any education change, teachers are the main factors because they are the performer of the new ideas。 Their devotions to and participations in the reformation are essential。 Faced with the new curriculum and teaching situation, English teachers are expected to change in many different ways。 First, they are expected to change their views about language which is not just a system of linguistic knowledge but a means for communication。 Second, they are expected to change the traditional role they played in the English teaching。 They are expected to change from controllers to guiders in English teaching, to change from knowledge transmitters to multi-role educators。 The new teaching objectives indicates that teachers should not only teach students language knowledge and skills, but also pay attention to students' affective needs, develop students' learning strategies, widen up students' cultural horizons and help students establish an international perspective。 Third, teachers are expected to take students as the center of English teaching and use various activities in teaching。 Fourth, teachers are expected to use more different criterions to make the assessment of different students。 Last but not least, teachers are expected to use modern technology in English teaching。 Teachers should learn to make a full use of all kinds of resources and materials。 Those changes give teachers much pressure and motivation。 So it's necessary for teachers to learn some teaching theories which are in line with quality-oriented education。 文献综述

The New English Curriculum Standard has been published for almost four years。 Under the guidance of it, during the past four years, middle school English has made some progress。 Teachers change their attitudes towards English teaching gradually。 English teaching transmits from test-oriented to quality-oriented。 A lot of new teaching methods, such as task-based teaching, cooperating teaching, practical teaching and so on, are used to make the class more interesting and scientific。 And until now, most of the English classes have formed such kind of phenomenon that is teacher-student interaction。 It is obvious to see the change of students' behaviors in the class。 However, it is still far from the teaching objectives of The New English Curriculum Standard。 Fortunately, the advancement and development of Multiple Intelligence Theory provides us new enlightenment to make scientific instructional design and evaluation on students' English study。

1。2 The Purpose and Significance of the study

This article mainly, from the perspectives of psychology and pedagogy, discusses the impact of multiple intelligences theory on education ideas and teaching practice of English in China。 It aims to find effective ways of English teaching under the guidance of multiple intelligence theory。 According to new curriculum, Education should focus on students' development, and respect the student inpiduality, fully understand the students' inpidual intelligence differences。 Education should create the learning environment actively to cultivate students' multiple intelligences, and promote the all-round development of students' intelligence。 This article aims to meet the requirement of new curriculum by applying the multiple intelligences theory。