本文選題：多元智能理論 + 大學(xué)物理�。� 參考：《喀什師范學(xué)院》2012年碩士論文

【摘要】：論文首先簡要闡釋了加德納的“多元智能理論”、布盧姆的“掌握學(xué)習(xí)”理論。多元智能理論為尋找教學(xué)策略提供了導(dǎo)向，在教學(xué)策略上，布盧姆提倡因材施教，兩種理論在一定程度上為差異教學(xué)提供了理論支撐。同時(shí)，論文對(duì)有關(guān)教學(xué)設(shè)計(jì)的理論進(jìn)行了簡要概括。論文實(shí)踐研究分為三個(gè)方面： 第一：確定物理差異教學(xué)中多元智能的教學(xué)目標(biāo)。比如，人際交往智能的教學(xué)目標(biāo)為：通過課堂上和課后學(xué)生小組合作練習(xí)，鍛煉學(xué)生表達(dá)自己的觀點(diǎn)和感受，培養(yǎng)學(xué)生與他人交流的能力，增強(qiáng)學(xué)生團(tuán)結(jié)協(xié)作的能力。 第二：依據(jù)多元智能理論為尋找教學(xué)策略提供導(dǎo)向，，將智能目標(biāo)化為各項(xiàng)智能的活動(dòng)，筆者整理出多元智能理論教學(xué)策略與材料一覽表，提出了與教學(xué)策略可行性相切合的布置有差異性作業(yè)的想法。筆者設(shè)計(jì)編制了名為“非物理專業(yè)學(xué)生大學(xué)物理學(xué)習(xí)狀況調(diào)查”的調(diào)查表，對(duì)非物理專業(yè)理科部分班級(jí)進(jìn)行了調(diào)查。論文中在處理調(diào)查數(shù)據(jù)時(shí)采用了初步的描述統(tǒng)計(jì)和進(jìn)一步的推論統(tǒng)計(jì)，為了確切了解學(xué)生學(xué)習(xí)狀況，筆者又對(duì)非物理專業(yè)理科部分班級(jí)的部分學(xué)生進(jìn)行了訪談，訪談結(jié)果與問卷調(diào)查結(jié)果不盡一致。同時(shí)，筆者對(duì)教授大學(xué)物理課程及其實(shí)驗(yàn)的部分教師進(jìn)行了訪談，旨在了解學(xué)生學(xué)習(xí)狀況是否與教師教學(xué)有關(guān)。 第三：論文提出了基于多元智能理論的大學(xué)物理差異教學(xué)設(shè)計(jì)方案，并根據(jù)這一方案精心設(shè)計(jì)了3個(gè)教學(xué)片段，重點(diǎn)分別在于如何對(duì)不同學(xué)生的不同智能的培養(yǎng)、如何對(duì)教學(xué)內(nèi)容的實(shí)質(zhì)進(jìn)行科學(xué)研究、如何在物理解題中做到培養(yǎng)學(xué)生的多元智能。 筆者設(shè)計(jì)的3個(gè)教學(xué)片段從不同的角度提高了學(xué)習(xí)效果，案例一中布置有差異性的作業(yè)滿足了學(xué)生學(xué)習(xí)上的需要；案例二培養(yǎng)學(xué)生學(xué)會(huì)用物理知識(shí)解釋物理規(guī)律；案例三中學(xué)生的學(xué)習(xí)技能得到訓(xùn)練。每個(gè)案例都培養(yǎng)了學(xué)生的不同智能，八種智能中的數(shù)理邏輯智能和視覺空間智能在3個(gè)案例中均得到培養(yǎng)。
[Abstract]:Firstly, the thesis briefly explains Gardner's multiple intelligences theory and Bloom's mastering learning theory. The theory of multiple intelligences provides guidance for finding teaching strategies. In teaching strategies, Bloom advocates teaching according to his aptitude. To some extent, the two theories provide theoretical support for differential teaching. At the same time, the thesis briefly summarizes the theory of teaching design. The paper's practical research is divided into three aspects: First: to determine the teaching objectives of multiple intelligences in physical difference teaching. For example, the teaching goal of interpersonal intelligence is to train students to express their views and feelings, train their ability to communicate with others, and strengthen their ability of unity and cooperation through cooperative practice in class and after class. Second: according to the theory of multiple intelligences to provide guidance for the search for teaching strategies, the intelligent goals into various intelligent activities, the author sorted out the multiple intelligence theory teaching strategies and materials list, This paper puts forward the idea that there are different assignments in accordance with the feasibility of teaching strategies. The author designed and compiled a questionnaire called "Survey of College Physics Learning of Non-Physics majors", and investigated some classes of non-physics major in science. In order to understand the learning situation of the students, the author also interviewed some students in some classes of non-physics major in science, and used the preliminary description statistics and further inference statistics to deal with the investigation data, in order to understand the learning situation of the students, the author also conducted interviews with some of the students in the non-physics major science classes. The results of the interview are not consistent with the results of the questionnaire. At the same time, the author interviews some teachers who teach college physics courses and their experiments in order to find out whether the students' learning status is related to teachers' teaching. Third, the paper puts forward the design scheme of college physics difference teaching based on the theory of multiple intelligences, and designs three teaching fragments according to this scheme, which focus on how to cultivate different intelligence of different students. How to carry on the scientific research to the essence of the teaching content and how to train the students' multiple intelligences in the physics problem solving. The three teaching fragments designed by the author have improved the learning effect from different angles. The assignment of different assignments in case one satisfies the needs of the students in learning, case two trains the students to explain the laws of physics with physical knowledge. Case 3: middle school students' learning skills are trained. In each case, students' different intelligence is cultivated, and the mathematical logic intelligence and visual spatial intelligence of the eight kinds of intelligence are all cultivated in three cases.
【學(xué)位授予單位】：喀什師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：O4-4;G642

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