發(fā)布時間：2023-04-17 04:59

　　霍華德·加德納提出的多元智能理論為教學(xué)目標(biāo)、教學(xué)過程以及教學(xué)評價提供了一個新的理論視角,并對教學(xué)有著重要的指導(dǎo)意義。同時,多元智能理論提倡教師尊重學(xué)生的個體差異,并促進學(xué)生的全面發(fā)展。當(dāng)前,普通高中英語新課程標(biāo)準(zhǔn)也指出,教師需要發(fā)展學(xué)生的綜合能力,而不僅僅是語言運用能力和邏輯思維能力。因此,把多元智能理論應(yīng)用到英語教學(xué)實踐領(lǐng)域是有必要的。本文對多元智能理論在高中英語教學(xué)活動中的應(yīng)用進行了個案研究。主要包括以下兩個研究問題:1)該教師如何將多元智能理論應(yīng)用到英語教學(xué)活動中?2)多元化的教學(xué)活動實施后其教學(xué)效果如何?本研究的對象是四川大學(xué)附屬中學(xué)高一(11)班的學(xué)生和該班的英語教師。該研究首先通過課堂觀察發(fā)現(xiàn)該英語教師應(yīng)用語言智能,人際交往智能,空間智能以及數(shù)理邏輯智能設(shè)計了多元化的英語教學(xué)活動,其教學(xué)步驟為確定教學(xué)主題,圍繞該主題詢問有關(guān)多元智能的問題,針對問題并根據(jù)學(xué)生的多元智能分布情況,選擇適當(dāng)?shù)慕虒W(xué)活動。其次,針對多元化的英語教學(xué)活動實施效果對該班進行了問卷調(diào)查以及訪談。研究發(fā)現(xiàn),該教師對教學(xué)活動的設(shè)計過程中,根據(jù)學(xué)生的個體差異,運用多元智能理論設(shè)計多元化的英語教學(xué)活動,有助于激發(fā)...

【文章頁數(shù)】：77 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 The Significance of this Study
    1.3 The Purpose of this Study
    1.4 The Structure of this Study
Chapter Two Literature Review
    2.1 A Brief Introduction to Multiple Intelligences Theory
    2.2 Key Points of Multiple Intelligences Theory
    2.3 Implications of MI Theory for English Teaching
    2.4 Research on Multiple Intelligences Theory Abroad and at Home
        2.4.1 Research on Multiple Intelligences Theory Abroad
        2.4.2 Research on Multiple Intelligences Theory at Home
Chapter Three Measures to Apply Multiple Intelligences Theory to English TeachingActivities
    3.1 Focusing on a Specific Topic
    3.2 Asking Key Multiple Intelligences Questions
    3.3 Selecting Appropriate Activities
        3.3.1 Activities Based on Verbal-Linguistic Intelligence
        3.3.2 Activities Based on Visual-Spatial Intelligence
        3.3.3 Activities Based on Logical-Mathematic Intelligence
        3.3.4 Activities Based on Interpersonal Intelligence
        3.3.5 Activities Based on Intrapersonal Intelligence
        3.3.6 Activities Based on Musical Intelligence
        3.3.7 Activities Based on Bodily-Kinesthetic Intelligence
        3.3.8 Activities Based on Naturalist Intelligence
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Classroom Observation
        4.3.2 Questionnaire
        4.3.3 Interview
    4.4 Research Procedures
    4.5 Data Collection and Analysis
Chapter Five Findings and Discussion
    5.1 Findings from Classroom Observation
        5.1.1 Observing the Teacher
        5.1.2 Observing the Students
    5.2 Findings from Pre-questionnaire of the Students’ Responses to TeachingActivities
    5.3 Findings from Post-questionnaire of Students’ Responses to MI Activities
    5.4 Findings from Interview
        5.4.1 Interview with Students
        5.4.2 Interview with Teacher
    5.5 Discussion
Conclusion
Bibliography
Appendix
Acknowledgements



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