【摘要】：加德納在寫《智能的結(jié)構(gòu)》這本書時(shí)是作為一名心理學(xué)家來寫這本書的,所以書中對(duì)于教育方面應(yīng)用的相關(guān)內(nèi)容并不是很多,但是在出版以后卻在教育界產(chǎn)生了廣泛的影響。多元智能理論在教育領(lǐng)域的應(yīng)用首先出現(xiàn)美國(guó),隨后遍及了全球,對(duì)我國(guó)的教育界也產(chǎn)生了廣泛的影響。各種基于多元智能理論的教育實(shí)驗(yàn)在我國(guó)也廣泛展開,多元智能理論中的一些觀點(diǎn)對(duì)我國(guó)教育教學(xué)產(chǎn)生了極大的影響。教育教學(xué)的目的和任務(wù)主要是通過課堂教學(xué)來實(shí)現(xiàn)的,同樣,多元智能理論在教育教學(xué)中的應(yīng)用也必須立足于課堂教學(xué)。而教學(xué)設(shè)計(jì)則是對(duì)課堂教學(xué)的一種預(yù)設(shè),也是決定課堂生成的重要因素之一,教學(xué)設(shè)計(jì)的質(zhì)量直接決定著教學(xué)是否有效。教學(xué)設(shè)計(jì)的相關(guān)理論與實(shí)踐研究已經(jīng)取得了很多成果,教學(xué)設(shè)計(jì)的理論應(yīng)用于具體的學(xué)科教學(xué)中,其應(yīng)用的價(jià)值得到了廣泛的關(guān)注。老師在教學(xué)的時(shí)候,應(yīng)該以發(fā)展學(xué)生的多種智能為目的,使得學(xué)生的某種智能能夠有所發(fā)展,即發(fā)展優(yōu)勢(shì)智能,挖掘智能潛力。受到多元智能理論教育理念的影響,筆者旨在在已有的傳統(tǒng)的教學(xué)設(shè)計(jì)理論基礎(chǔ)之上,將多元智能理論應(yīng)用于高中地理教學(xué)設(shè)計(jì)的研究中,結(jié)合傳統(tǒng)的地理教學(xué)設(shè)計(jì)的模式,對(duì)基于多元智能理論的高中地理教學(xué)設(shè)計(jì)的理念與方法進(jìn)行了嘗試,為教師在進(jìn)行教學(xué)設(shè)計(jì)的時(shí)候提供一些借鑒。本文主要包括如下內(nèi)容：第一部分：就多元智能理論在高中地理教學(xué)設(shè)計(jì)中的應(yīng)用,闡述其研究背景、國(guó)內(nèi)外研究現(xiàn)狀、研究意義,分析其優(yōu)劣,提出研究方向和論文框架。第二部分：梳理多元智能理論的具體內(nèi)容、它對(duì)地理教學(xué)設(shè)計(jì)的影響、高中地理教學(xué)設(shè)計(jì)的模式,為基于多元智能理論展開地理教學(xué)設(shè)計(jì)做理論準(zhǔn)備。第三部分：這一部分主要是對(duì)高中學(xué)生多元智能理論發(fā)展現(xiàn)狀以及高中地理教師多元智能理論知識(shí)等方面的調(diào)查,為將多元智能理論應(yīng)用于高中地理教學(xué)中提供現(xiàn)實(shí)基礎(chǔ)。第四部分：基于多元智能理論的教學(xué)目標(biāo)、教材分析、學(xué)情分析、教學(xué)策略、教學(xué)評(píng)價(jià)等,提出教學(xué)設(shè)計(jì)改進(jìn)的方法。第五部分：根據(jù)之前提到的基于多元智能理論改進(jìn)教學(xué)設(shè)計(jì)的方法,選取兩節(jié)典型的課程進(jìn)行實(shí)例研究,以檢驗(yàn)其可行性和科學(xué)性。第六部分：總結(jié)本文研究的結(jié)果,分析研究中存在的問題,以及未來需要再繼續(xù)研究的方面。
[Abstract]:Gardner wrote the book "the structure of Intelligence" as a psychologist, so it's not that much about educational applications, but it has had a widespread impact on education since its publication. The application of the theory of multiple intelligences in the field of education first appeared in the United States and then spread all over the world. Various educational experiments based on the theory of multiple intelligences have been widely carried out in China, and some viewpoints in the theory of multiple intelligences have had a great impact on education and teaching in China. The purpose and task of education and teaching are mainly realized through classroom teaching. Similarly, the application of multiple intelligences theory in education and teaching must be based on classroom teaching. The teaching design is a kind of presupposition to the classroom teaching, and also one of the important factors to decide the classroom generation. The quality of the teaching design directly determines whether the teaching is effective or not. Many achievements have been made in the theoretical and practical research of instructional design. The theory of instructional design has been applied to the teaching of specific subjects, and the value of its application has been paid more and more attention. When teaching, teachers should aim at developing students' intelligence, so that students' intelligence can be developed, that is, to develop superior intelligence and tap the potential of intelligence. Influenced by the educational concept of multiple intelligences, the author aims to apply the theory of multiple intelligences to the study of geography teaching design in senior high school on the basis of the existing traditional teaching design theory, and combine the traditional pattern of geography teaching design with the theory of multiple intelligences. This paper attempts on the concept and method of geography teaching design in senior high school based on the theory of multiple intelligences, which provides some references for teachers in teaching design. The main contents of this paper are as follows: the first part: on the application of multiple intelligences theory in geography teaching design of senior high school, the research background, the domestic and foreign research status, the research significance, the analysis of its merits and demerits, the research direction and the paper frame are presented. The second part: combing the concrete content of the theory of multiple intelligences, its influence on geography teaching design, the pattern of geography teaching design in senior high school, and making theoretical preparations for the development of geography teaching design based on the theory of multiple intelligences. The third part: this part is mainly to the high school student multiple intelligence theory development present situation and the high school geography teacher multiple intelligence theory knowledge and so on aspect investigation, provides the realistic foundation for the multiple intelligence theory application in the high school geography teaching. The fourth part: based on the theory of multiple intelligences, teaching objectives, teaching materials analysis, learning situation analysis, teaching strategies, teaching evaluation, and so on, puts forward the teaching design improvement methods. The fifth part: according to the method of improving teaching design based on the theory of multiple intelligences mentioned above, two typical courses are selected to carry on the example research, in order to test its feasibility and scientific nature. Part VI: summarize the results of this study, analyze the existing problems, and the future needs to continue to study.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

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本文編號(hào)：2415033