本文關鍵詞：多元智能理論在初中地理教學中的研究與實踐　出處：《山東師范大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 初中地理 多元智能 教學策略

【摘要】：近年來我國基礎教育改革不斷深入，人們對學生多元智能的發(fā)展關注度越來越高，課堂教學方式的轉(zhuǎn)變是深化教育改革的重要途徑之一。美國教育心理學家加德納提出多元智能(Multiple Intelligences)理論以全新的學生觀、教學觀、智力觀、評價觀、發(fā)展觀以及較強的可實踐、可操作性，為我們?nèi)媪私鈱W生，實施以學生為中心的課堂教學提供了的重要理論指導。目前，該理論的研究已經(jīng)發(fā)展到學科教學實踐研究階段，本文嘗試結(jié)合多元智能理論，針對初中學生的智能特點，并參照學習風格理論，充分發(fā)掘地理學科中的多元智能因素，在教學實踐中尋找有利于促進學生的個性化學習和發(fā)展的地理教學手段、方法和策略。 本文在闡述課題提出背景和研究意義的基礎上，對多元智能理論的國內(nèi)外研究現(xiàn)狀進行了綜述，確立了新的教學研究方向。對多元智能理論的內(nèi)涵和背景進行了概述，從生物科學、邏輯分析、傳統(tǒng)心理學三個角度分析了其提出的科學依據(jù)，并表述了它的四個重要特征，即整體性、差異性、實踐性、發(fā)展性。多元智能理論對初中地理個性化教學實踐有著重要的指導功能，推進了“個性化教育”教學，讓“為理解而教”成為初中地理教學的重要目標，使得道德觀、價值觀的教育與地理學科教學成功攜手。本文采用了文獻研究、調(diào)查訪談、教學實驗、比較分析等方法，設計調(diào)查問卷，，分析學生的智能分布和學習風格，運用多元智能理論進行課堂教學實驗，觀察測量在關注多元智能發(fā)展的教學方式下學生學習表現(xiàn)，并分析相關教學案例，探討了有效發(fā)展學生多元智能的教育教學策略。 通過對初中地理課堂教學的實踐研究發(fā)現(xiàn)，整合多元智能和學習風格的教學，可以幫助教師建立適合不同學生協(xié)調(diào)學習的課堂情境，傳授知識與技能，激發(fā)學習動機。地理教學策略的選擇可以參考多元智能和學習風格整合的課堂設計矩陣分析，由此判斷課堂教學策略是否真正考慮了以學生為主體的原則，是否恰如其分的整合應用了學習風格與多元智能理論。多元智能理論關注學習的內(nèi)容，學習風格理論關注學習方法和認知偏好如何影響學習行為。二者結(jié)合，更能有效地因材施教。教學模式和策略的選擇、應用對學生多元智能的開發(fā)有重要的影響。本文主要通過教學案例研究了拋錨式和探究式教學模式，探索了情境教學、分層教學、小班化教學、翻轉(zhuǎn)課堂教學等策略。
[Abstract]:In recent years, the reform of basic education in China has been deepening, people pay more and more attention to the development of multiple intelligences of students. The change of classroom teaching style is one of the important ways to deepen the educational reform. The theory takes a completely new view of students. Teaching, intelligence, evaluation, development and strong practical, operational, for us to fully understand students, the implementation of student-centered classroom teaching provides an important theoretical guidance. The research of this theory has already developed to the discipline teaching practice research stage, this article attempts to combine the multiple intelligence theory, according to the junior middle school student's intelligence characteristic, and consults the learning style theory. To fully explore the multiple intelligence factors in the geography subject, and to find out the means, methods and strategies of geography teaching which is conducive to promoting students' individualized learning and development in teaching practice. On the basis of explaining the background and significance of the research, this paper summarizes the current research situation of the theory of multiple intelligences at home and abroad. A new teaching research direction is established. The connotation and background of the theory of multiple intelligences are summarized. The scientific basis of the theory is analyzed from the three angles of biological science, logic analysis and traditional psychology. And describes its four important characteristics, that is, integrity, difference, practicality, development. The theory of multiple intelligences has an important guiding function for junior high school geography personalized teaching practice. Promoted the "individualized education" teaching, let "teaching for understanding" become the important goal of junior high school geography teaching, make morality, values education and geography teaching successful hand in hand. This paper adopts the literature research. Investigation interviews, teaching experiments, comparative analysis and other methods, the design of questionnaires, the analysis of students' intelligence distribution and learning style, the use of multiple intelligences theory for classroom teaching experiments. This paper observes and measures the students' learning performance under the teaching mode of paying attention to the development of multiple intelligences, analyzes the relevant teaching cases, and probes into the educational and teaching strategies for the effective development of students' multiple intelligences. Through the practical research of geography classroom teaching in junior middle school, it is found that the integration of multiple intelligences and learning styles can help teachers to establish classroom situations suitable for different students to study harmoniously, and to impart knowledge and skills. The choice of geography teaching strategy can refer to the classroom design matrix analysis of multiple intelligences and learning style integration, so as to judge whether the classroom teaching strategy really considers the principle of taking students as the main body. Whether the proper integration of learning style and multiple intelligences theory. Multiple intelligences theory focuses on the content of learning, learning style theory focuses on how learning methods and cognitive preferences affect learning behavior. It is more effective to teach students according to their aptitude. The choice of teaching modes and strategies has an important impact on the development of students' multiple intelligences. This paper mainly studies the anchored and inquiry teaching models through teaching cases. The strategies of situational teaching, stratified teaching, small class teaching and flipping classroom teaching are explored.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55

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