根據(jù)霍華德·加德納的多元智能（MI）理論，每個(gè)人都不同程度地?fù)碛邢鄬Κ?dú)立的智力，而且每種智力有其獨(dú)特的認(rèn)知發(fā)展過程。在每次教學(xué)過程中，教師開展以多元智能為基礎(chǔ)的教學(xué)活動(dòng)，通過多元化的授課方式給學(xué)生提供不同的情景來刺激學(xué)生的某種智能。與此同時(shí)，教師需要對學(xué)生成績提供適當(dāng)?shù)脑u價(jià)鼓勵(lì)以促進(jìn)學(xué)習(xí)者智能的發(fā)展。因此，這次研究旨在了解學(xué)生多元智能分布并根據(jù)他們的智力特點(diǎn)，在給予適當(dāng)?shù)闹笇?dǎo)基礎(chǔ)上提高學(xué)生的英語成績。本研究以廣東省龍川縣第一中學(xué)高二年級(jí)兩個(gè)班各取40名文科學(xué)生為研究對象來檢測一年內(nèi)基于多元智能理論的教學(xué)是否可以提高學(xué)生的英語成績，檢測該教學(xué)是否可以提高學(xué)生智能。實(shí)驗(yàn)過程中，筆者對于實(shí)驗(yàn)班進(jìn)行基于多元智能的教學(xué)而對照班進(jìn)行傳統(tǒng)的英語教學(xué)。實(shí)驗(yàn)后筆者收集多元智能問卷調(diào)查和成績的前測后測兩次結(jié)果。所有數(shù)據(jù)分析將涉及IBM SPSS Statistics20及Excel2007工具中的描述統(tǒng)計(jì)，皮爾遜相關(guān)分析，協(xié)方差分析及配對樣本T檢驗(yàn)等統(tǒng)計(jì)方法，分析實(shí)驗(yàn)組的多元智能分布特點(diǎn)、英語學(xué)習(xí)成績以及多元智能與英語學(xué)習(xí)成績關(guān)系。研究結(jié)果如下：1.實(shí)驗(yàn)班學(xué)生的七大智能中，除了身體運(yùn)動(dòng)智能和音樂智能的比例... 

【文章頁數(shù)】：101 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements Abstract 摘要 Contents List of Figures and Tables Chapter One Introduction
1.1 Background of the Research
1.2 Research Purpose
1.3 Research Questions
1.4 Significance of the Research Chapter Two Literature Review
2.1 Multiple Intelligences Theory
    2.1.1 Definition of MI
    2.1.2 Features of the MI Theory
    2.1.3 Principles of MI Theory
    2.1.4 Development of MI Theory
2.2 Influences of MI Theory on Education
2.3 Related Researches on MI Theory Chapter Three Application of MI Theory to English Classroom of Senior High School
3.1 Benefits of Applying MI Theory to Senior Middle School EFL Teaching
    3.1.1 MI Theory and the New National English Curriculum
    3.1.2 Advantages of the MI Theory for English Students
    3.1.3 Advantages of the MI Theory for Teachers
    3.1.4 The Possibility of Applying the MI Theory to English Classroom
3.2 Seven Procedures in Applying MI Theory to English Classroom
    3.2.1 Students’Intellectual ProfilesAnalysis
    3.2.2 An MI-based Task Design
    3.2.3 Homogeneous or Heterogeneous Intelligence Grouping
    3.2.4 Pre-Task Intelligences Stimulating
    3.2.5 While-Task Intelligences Development
    3.2.6 Post-Task MI Assessment
    3.2.7 After-Class MI Strengthening
3.3 A Plan to Apply MI-based Instruction in English Classes Chapter Four Research Design
4.1 Research Questions
4.2 Participants
4.3 Instrument
4.4 Procedures
    4.4.1 Warming Up and Pre-reading
    4.4.2 Reading and Comprehending
    4.4.3 Learning about Language
    4.4.4 Using Language
    4.4.5 Summing Up
    4.4.6 A Sample Lesson of MI-Based Instruction for Experimental Group
4.5 Data analysis Chapter Five Results and Discussion
5.1 Results
    5.1.1 Results for Research Question 1
    5.1.2 Results for Research Question 2
5.2 Discussion
    5.2.1 The Effect of MI-based Instruction on the Participants’MI Profiles
    5.2.2 The Effect of MI-based Instruction on the Participants’English Performance Chapter Six Conclusions
6.1 Major Findings of the Study
6.2 Suggestions of the Application of the MI Theory
6.3 Suggestions for English Language Teaching
6.4 Limitations of the Present Study and Suggestions for Future Researches References AppendixⅠ AppendixⅡ AppendixⅢ Appendix Ⅳ Appendix Ⅴ



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