An Exploration of Children’s English Picture Book Translation and Reading Teaching Based on Multiple Intelligences Theory

Abstract

As far as the current situation of children’s English picture book translation and reading teaching is concerned, there exists the phenomenon that teachers pay little attention to translation and reading teaching, and the teaching effectiveness is low. This paper evaluates the translation and teaching of English picture books to children using the theory of multiple intelligences. The problem of data input and output is solved through the decision-making unit (DMU) as well as the C 2 R model composed of the DEA model. Based on the fuzzy comprehensive evaluation method and the target classification method to evaluate the students’ English learning quality and design the evaluation module, we construct the children’s picture book English teaching model under the combination of the DEA model and the multiple intelligences theory, and at the same time, we take the eight domains of the multiple intelligences theory as the evaluation indexes, combine the fuzzy comprehensive evaluation and the principle of the target classification method to evaluate the student’s learning quality of the English picture book translation and reading to analyze The status quo of children’s English picture book teaching under the theory of multiple intelligences as well as the teaching results, comparing the results of the students in the two classes and analyzing the data results statistically. Students are most interested in reading children’s English picture books when they are between 0 and 2.4. The experimental class has a higher translation skill score than the control class, with an increase of 2.79875, 2.225, and 1.975, and the translation part of the improvement is more effective.