最早提出多元智能理論的是美國心理學家加德納教授。該理論的提出,打破了傳統(tǒng)的智能觀,認為人的智能是多元的,而智能優(yōu)勢又為每一個人所具有,學校教育中并無“優(yōu)生”與“差生”的區(qū)別,有所不同的是智能發(fā)展方向的不同。所以,學校教育過程中,要因材施教,使學生各盡其才。20世紀90年代,多元智能理論一經(jīng)傳入我國,諸多學者就開始了對多元智能理論在教育領域研究了。本研究的目的是探索中職學前教育專業(yè)英語教學的新教學方法。中職學前教育專業(yè)有其特殊性,重專業(yè)技能,輕文化知識,而英語的學習問題就更為嚴重,不少學生基礎薄弱、興趣不高、動力不強、成績不理想;更重要的是這些學生以就業(yè)為學習目標,不少學生看不到英語在未來就業(yè)中的有用之處,所以根本沒有學習興趣和動力。出于以上背景及需要,筆者旨在探討基于多元智能理論的英語教學能否夠提高中職學前教育專業(yè)學生的英語學習興趣,能否提高學生的英語成績。本研究采用實驗研究的方式,將定性和定量研究相結(jié)合,并運用調(diào)查問卷、英語水平測試及訪談等研究工具,選取本人執(zhí)教的兩個中職學前教育專業(yè)班為研究對象:一個班為實驗班,采用以多元智能理論為基礎的英語教學模式;另一個班為對照班,采用原來的傳統(tǒng)...

【文章頁數(shù)】：99 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Needs for the Study
    1.2 General Description of the Study
    1.3 Overall Structure of the Thesis
Chapter Two Literature Review
    2.1 Multiple Intelligences Theory
        2.1.1 Origin of Multiple Intelligences Theory
        2.1.2 Concepts of Multiple Intelligences Theory
    2.2 Relevant Theories
        2.2.1 Communicative Strategy
        2.2.2 Task-based Teaching
    2.3 Previous Studies on Multiple Intelligences Theory
        2.3.1 Previous Studies Abroad
        2.3.2 Previous Studies at Home
    2.4 Limitations of Previous Studies
    2.5 Significance of the Research
Chapter Three Experimental Procedures of Teaching Model Based onMultiple Intelligences Theory
    3.1 Experimental Program
        3.1.1 Theory Approach
        3.1.2 Experimental Objective
        3.1.3 Experimental Content
        3.1.4 Experimental Procedures
    3.2 Presentation of Lesson Plan of Teaching Model Based on MI Theory
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Questionnaires
        4.3.2 Pre-test and Post-test
        4.3.3 Interview
    4.4 Data Collection
        4.4.1 Data Collection of Questionnaires
        4.4.2 Date Collection of Language Tests
        4.4.3 Data Collection of Interviews
Chapter Five Results and Discussion
    5.1 Changes of Interest after Experiment
        5.1.1 Results and Analysis of Pre-questionnaire
        5.1.2 Results of the Interview before Experiment
    5.2 Results and Analysis of Post-questionnaire and Interview
    5.3 Changes in English Learning Achievements
        5.3.1 Results and Analysis of Pre-test of Two Classes under TraditionalTeaching Model
        5.3.2 Results and Analysis of Pre-test of Two Classes
        5.3.3 Results and Analysis of Pre-test and Post-test of Experimental Class
        5.3.4 Result and Analysis of Post-test of Two Classes
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications of the Study
    6.3 Limitations of the Study
    6.4 Suggestions for Future Study
References
Appendix One Questionnaire of English Learning
Appendix Two Interview
Appendix Three Pre-test
Appendix Four Post-test
About the Author



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