【摘要】：近幾年來,隨著我國素質(zhì)教育的推廣,我國對(duì)廣大學(xué)生全方面素質(zhì)的要求越來越高。社會(huì)更關(guān)注的是學(xué)生面對(duì)問題以及解決問題的能力。多元智能教學(xué)理論倡導(dǎo)的是發(fā)掘潛在的多項(xiàng)智能,這正好符合當(dāng)前素質(zhì)教育理念。多元智能理論開辟了素質(zhì)教育新的理論平臺(tái),同時(shí)也為國民帶來了更多的思考。越來越多的教師開始將多元智能理論應(yīng)用到教學(xué)實(shí)踐當(dāng)中,有些條件優(yōu)越的學(xué)校還對(duì)這一理論進(jìn)行了課題研究,讓多元智能理論更好地服務(wù)教學(xué)。本文通過真實(shí)的教學(xué)活動(dòng)和生動(dòng)的實(shí)踐過程,來探尋多元智能理論在初中英語課堂教學(xué)中的應(yīng)用,具體為通過問卷調(diào)查、實(shí)證研究來探索多元智能理論指導(dǎo)的課堂教學(xué)活動(dòng)與學(xué)生興趣、成績及發(fā)展的關(guān)系,為初中英語課堂教學(xué)提供一些參考。文章大體分成三大板塊:緒論、理論主體、實(shí)踐主體。緒論詮釋了課題研究的意義。理論部分闡釋了課題研究現(xiàn)狀、理論支撐及其遵循的原則。實(shí)踐部分介紹研究設(shè)計(jì),呈現(xiàn)實(shí)驗(yàn)結(jié)果并分析,得出以下結(jié)論:多元智能理論指導(dǎo)的初中英語課堂教學(xué)活動(dòng)有利于提高學(xué)生英語學(xué)習(xí)成績,有利于提高學(xué)生英語學(xué)習(xí)興趣,實(shí)現(xiàn)良好的情感目標(biāo),有利于開發(fā)學(xué)生潛在的弱勢智能。多元智能理論為初中英語課堂教學(xué)開辟了新的視角。本文從課堂實(shí)踐出發(fā),理論聯(lián)系實(shí)際,做了針對(duì)性的研究。該研究對(duì)培養(yǎng)學(xué)生的優(yōu)勢智能,補(bǔ)救其弱勢智能,對(duì)全面開發(fā)學(xué)生的潛質(zhì)有一定的指導(dǎo)作用。
[Abstract]:In recent years, with the promotion of quality education in our country, the demand for all-sided quality of students in our country is getting higher and higher. Society pays more attention to students' ability to face and solve problems. The theory of multiple intelligences teaching advocates the exploration of potential multiple intelligences, which coincides with the current concept of quality education. The theory of multiple intelligences has opened up a new theoretical platform for quality education, and at the same time has brought more thought to the people. More and more teachers begin to apply the theory of multiple intelligences to the teaching practice. Some schools with superior conditions have also carried out research on this theory, so that the theory of multiple intelligences can better serve the teaching. This paper explores the application of multiple intelligences theory in junior middle school English classroom teaching through real teaching activities and vivid practical processes. The empirical study explores the relationship between classroom teaching activities guided by multiple intelligences and students' interest, achievement and development, and provides some references for junior high school English classroom teaching. The article is divided into three parts: introduction, theory and practice. The introduction explains the significance of the research. The theoretical part explains the status quo of the research, the theoretical support and the principles to be followed. The practical part introduces the research design, presents the experimental results and analyzes the results, and draws the following conclusions: the English classroom teaching activities guided by the theory of multiple intelligences are conducive to improving students' English learning achievement and students' interest in English learning. The realization of good emotional goals is conducive to the development of students' potential weak intelligence. The theory of multiple intelligences opens up a new perspective for English classroom teaching in junior high school. This article from the classroom practice, the theory unifies the practice, has done the pertinence research. This research can help to cultivate students' superior intelligence, remedy their weak intelligence, and develop students' potentials in an all-round way.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

【共引文獻(xiàn)】

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