مدى توظيف نظرية الذكاءات المتعددة لهوارد جاردنر في عملية التوجيه المدرسي بالثانويات الجزائرية: دراسة ميدانية على تلاميذ السنة الثالثة ثانوي ببلدية ليوة ولاية بسكرة

Abstract EN

This study seeks to identify the extent to which Howard Gardner's theory of multiple intelligences is employed in the process of school guidance in the Algerian secondary school by conducting a field study on third year secondary students in the municipality of Lioua-Biskra state as a model.

given the nature of the subject of this study, the descriptive approach was chosen to deal with the data of this type of subjects and it was concluded that: the study sample of the third year secondary students in the targeted schools has a diverse intelligence profile.

and that there are significant differences in this profile of the multiple intelligences between students of the literary people and students of the scientific people.

which shows the dependence of school guidance in Algerian secondary schools on the theory of multiple intelligences implicitly through the sequential stages of guidance that accompany the student from the intermediate stage to university.