A Practical Study on Interdisciplinary Teaching of Senior High School English from the Perspective of Multiple Intelligences Theory—Taking Unit 4 “Space Exploration” in People’s Education Edition Senior High School Compulsory English Textbook 3 as an

本研究基于霍华德·加德纳的多元智能理论，以人教版高中英语必修三Unit 4 Space Exploration为教学案例，探索高中英语跨学科教学的实践路径。通过整合科学、艺术、数学等学科内容，结合重庆市万州第三中学高二年级3个平行班、河南省商丘市民权县高级中学高一年级3个平行班、广东省实验中学高三年级3个平行班，分析多元智能理论对学生语言能力、跨学科素养及学习兴趣的影响。研究发现，跨学科教学明显提升了学生的英语综合应用能力，同时激活了空间智能、逻辑数学智能等多元智能发展。研究结果为高中英语教学改革提供了理论支持和实践参考。This study is grounded in Howard Gardner’s theory of multiple intelligences, using Unit 4 “Space Exploration” from the compulsory English textbook for senior high school (People’s Education Press) as a teaching case to explore practical approaches to interdisciplinary English instruction. By integrating content from science, arts, mathematics, and other disciplines, the research involved three parallel classes from Chongqing Wanzhou No. 3 High School (Grade 11), three classes from Minquan County High School in Shangqiu, Henan Province (Grade 10), and three classes from Guangdong Experimental High School (Grade 12). The study analyzed the impact of the multiple intelligences theory on students’ language proficiency, interdisciplinary literacy, and learning motivation. Findings indicate that interdisciplinary teaching significantly enhances students’ comprehensive English application skills while activating the development of multiple intelligences, particularly spatial and logical-mathematical intelligences. The results provide theoretical support and practical references for reforming senior high school English pedagogy.