本文選題：多元智能 + 小學(xué)科學(xué)教學(xué)　； 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：本研究以美國(guó)著名心理學(xué)導(dǎo)師霍華德·加德納提出的多元智能為基礎(chǔ),以五年級(jí)學(xué)生為研究對(duì)象,以教科版小學(xué)科學(xué)教材為載體,了解學(xué)生智能特點(diǎn),挖掘教材資源,設(shè)計(jì)發(fā)展學(xué)生多元智能的探究任務(wù)。緒論第一部分以諾獎(jiǎng)獲得者約翰·戈登的故事引出了現(xiàn)今學(xué)校教育普遍存在“分?jǐn)?shù)看人”的問(wèn)題,使筆者提出能否運(yùn)用多元智能理論適用于解決此問(wèn)題的猜想。緒論第二部分提出本研究具有幫助學(xué)生學(xué)習(xí)科學(xué)、增強(qiáng)教師理論修養(yǎng)和增加教學(xué)方式和評(píng)價(jià)方式等三點(diǎn)研究意義。緒論第三部分介紹了本研究采用的方法和采取的技術(shù)路線(xiàn)。文獻(xiàn)研究法:通過(guò)閱讀大量的相關(guān)文獻(xiàn)資料,提煉并吸收有價(jià)值的信息。實(shí)驗(yàn)研究法:進(jìn)行調(diào)查問(wèn)卷,根據(jù)調(diào)查結(jié)果進(jìn)行教學(xué)設(shè)計(jì),實(shí)施教學(xué)實(shí)驗(yàn)研究。緒論第三部分介紹國(guó)外研究現(xiàn)狀和國(guó)內(nèi)研究現(xiàn)狀。第二章簡(jiǎn)單介紹了兩種傳統(tǒng)智能理論,重點(diǎn)概述了多元智能的含義、特征。并簡(jiǎn)析了傳統(tǒng)智能理論與多元智能理論的區(qū)別和關(guān)聯(lián),論述了在多元智能理論下提倡的新的教學(xué)觀和學(xué)習(xí)觀。第三章總結(jié)了筆者所在地區(qū)小學(xué)科學(xué)探究任務(wù)的問(wèn)題現(xiàn)狀,對(duì)探究任務(wù)進(jìn)行了概念界定,簡(jiǎn)析了科學(xué)探究任務(wù)存在問(wèn)題的原因。第四章結(jié)合案例重點(diǎn)論述了多元智能視野下小學(xué)科學(xué)探究任務(wù)的設(shè)計(jì)方法。先對(duì)學(xué)生的智能特點(diǎn)和科學(xué)課學(xué)習(xí)情況進(jìn)行前測(cè)和結(jié)果分析,再結(jié)合多元智能進(jìn)行探究任務(wù)的設(shè)計(jì),主要從多元智能導(dǎo)入、結(jié)合各種智能探究任務(wù)案例兩方面進(jìn)行論述,并通過(guò)兩篇詳細(xì)的課堂實(shí)例講述多元智能的應(yīng)用。第五章是效果分析,對(duì)學(xué)生的智能情況和科學(xué)學(xué)習(xí)態(tài)度進(jìn)行后測(cè),檢驗(yàn)教學(xué)研究的效果。最后一章總結(jié)研究結(jié)論,反思需改進(jìn)的問(wèn)題,以及展望后續(xù)的研究。
[Abstract]:This study is based on the multiple intelligences put forward by Howard Gardner, a famous American psychology tutor, taking the fifth grade students as the research object, and taking the educational science textbooks of primary schools as the carrier, to understand the students' intelligence characteristics, and to tap the teaching material resources. Design the inquiry task of developing students' multiple intelligences. The first part of the introduction leads to the problem of "scores looking at people" in school education by the story of John Gordon, the Nobel Prize winner, which makes the author wonder whether the theory of multiple intelligences can be used to solve this problem. The second part of the introduction points out that this research is of great significance in helping students learn science, enhancing teachers' theoretical accomplishment and increasing teaching and evaluation methods. The third part of the introduction introduces the method and technical route adopted in this study. Literature research: through reading a large amount of relevant documents, extract and absorb valuable information. Experimental research: questionnaire, according to the results of teaching design, the implementation of experimental teaching research. The third part of the introduction introduces the current situation of foreign research and domestic research. In the second chapter, two kinds of traditional intelligence theories are briefly introduced, with emphasis on the meaning and characteristics of multiple intelligences. The difference and relation between the traditional intelligence theory and the multiple intelligence theory are briefly analyzed, and the new teaching and learning view advocated under the multiple intelligence theory is discussed. The third chapter summarizes the current situation of the scientific inquiry task in the primary school of the author, defines the concept of the inquiry task, and analyzes the reasons for the problems in the scientific inquiry task. Chapter four focuses on the design method of primary school scientific inquiry task under the view of multiple intelligences. In this paper, the intelligence characteristics of students and the learning situation of science course are tested and the results are analyzed, then the design of inquiry task is carried out in combination with multiple intelligences, mainly from the introduction of multiple intelligences and the case studies of various kinds of intelligent inquiry tasks. And through two detailed classroom examples to explain the application of multiple intelligences. The fifth chapter is effect analysis, the students' intelligence and scientific learning attitude of the post-test, to test the effect of teaching research. The last chapter summarizes the research conclusions, reflects on the problems to be improved, and looks forward to further research.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 劉冉;;多元智能理論下對(duì)初中化學(xué)小組合作分組的一點(diǎn)思考[J];數(shù)理化解題研究;2015年19期

2 黎昌友;范靜僑;張謙益;;基于多元智能理論的小組合作學(xué)習(xí)模式在中學(xué)教學(xué)實(shí)踐中的運(yùn)用及其意義[J];教育與教學(xué)研究;2015年08期

3 樊玲;;基于多元智能理論的任務(wù)設(shè)計(jì)[J];教育教學(xué)論壇;2015年09期

4 張s，

本文編號(hào)：2045823