本文選題：幼兒 + 多元智能　； 參考：《山西大學(xué)》2010年碩士論文

【摘要】： 幼兒期(3-6,7歲)是人生智力發(fā)展的第二個關(guān)鍵期,把握好這一時期,將會對兒童未來的發(fā)展產(chǎn)生重大影響。然而,我國目前的學(xué)前教育教學(xué)目標(biāo)和教學(xué)內(nèi)容僅適于普通的中等智能的幼兒。對于具有某一領(lǐng)域優(yōu)勢智能的幼兒來說,這樣的目標(biāo)和內(nèi)容無法使其優(yōu)勢智能獲得進(jìn)一步發(fā)展,不符合個性化教學(xué)的要求。多元智能理論中的優(yōu)更優(yōu)理念恰好彌補(bǔ)了這一不足,能夠使幼兒在發(fā)展其總體智能的基礎(chǔ)上進(jìn)一步發(fā)展其優(yōu)勢智能、使其優(yōu)勢更加明顯。在這一理念的指導(dǎo)下,幼兒多元化發(fā)展課題組對如何促進(jìn)各領(lǐng)域優(yōu)勢智能的發(fā)展進(jìn)行了一系列的研究。本研究屬于其中的語言領(lǐng)域。 本研究所采用的研究方法包括實驗法、個案追蹤觀察法、行動研究法和問卷法等。首先,用課題組編制的幼兒多元化教師問卷選出具有優(yōu)勢語言智能的幼兒,組成實驗組和對照組。其中,按年級具體劃分,又可以分為小班組、中班組和大班組。然后,通過貫穿優(yōu)更優(yōu)教育理念的課程和活動設(shè)計對實驗組幼兒的優(yōu)勢語言智能進(jìn)行實驗研究。實驗后,用自編問卷對實驗組和對照組的幼兒進(jìn)行測評,以考查幼兒的優(yōu)勢語言智能的發(fā)展?fàn)顩r。 最后所得的研究結(jié)論如下： (1)研究者自編的3個問卷：《小／中／大班上學(xué)期語言優(yōu)勢幼兒表現(xiàn)教師評定問卷》,均由傾聽與簡單表達(dá)、完整講述與交流、文學(xué)作品欣賞與詞匯學(xué)習(xí)三個因子構(gòu)成理論建構(gòu),三個因子在每個問卷中可以反映的幼兒優(yōu)勢語言智能發(fā)展真實水平的百分比分別為：小班問卷：79.35%；中班問卷：74.15%；大班問卷：83.31%,在測量幼兒優(yōu)勢語言智能發(fā)展方面具有一定的合理性和可操作性。 (2)通過貫穿優(yōu)更優(yōu)理念的課程設(shè)計,實驗組幼兒在《語言優(yōu)勢組幼兒表現(xiàn)教師評定問卷》上的得分,明顯高于對照組幼兒的得分,且二者差異顯著。
[Abstract]:It is the second critical period for the development of intelligence in life. Grasping this period will have a great influence on the development of children in the future. However, the current teaching objectives and contents of preschool education in China are only suitable for ordinary middle intelligent children. For children with advantage intelligence in a certain field, such goals and contents can not further develop their superior intelligence, which does not meet the requirements of individualized teaching. The idea of superior and better in the theory of multiple intelligences makes up for this deficiency, which can make children develop their superior intelligence on the basis of developing their overall intelligence and make their advantages more obvious. Under the guidance of this concept, a series of researches on how to promote the development of superior intelligence in various fields have been carried out by the research group on the diversity of young children. This study belongs to the field of language. The research methods used in this study include experimental method, case-following observation method, action research method and questionnaire method. Firstly, the children with superior language intelligence were selected by using the questionnaire of multi-teachers compiled by the research group, and the experimental group and the control group were formed. Among them, according to grade specific division, can also be divided into small groups, middle-class and large groups. Then, through the curriculum and activity design of the idea of superior and better education, the experimental study was carried out on the predominance language intelligence of children in the experimental group. After the experiment, the children in the experimental group and the control group were assessed with self-made questionnaire to investigate the development of children's dominant language intelligence. Finally, the conclusions are as follows: 1) the three questionnaires written by the researchers: the questionnaire for Teachers of language superiority in small / medium / large Class in the first semester, which is composed of listening and simple expression, complete narration and communication. The three factors of literature appreciation and vocabulary learning constitute the theoretical construction. The percentage of the three factors reflected in each questionnaire is: small class questionnaire: 79.35; middle class questionnaire: 74.15; Taipan: 83.31, which is reasonable and operable in measuring the intelligence development of children's dominant language, adopts the curriculum design that runs through the idea of superior and better. The scores of the children in the experimental group were significantly higher than those in the control group, and the difference between the two groups was significant.
【學(xué)位授予單位】：山西大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G613.1

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