【摘要】： 傳統(tǒng)的智力理論認(rèn)為,智力是以語言能力和數(shù)學(xué)邏輯能力為核心的一種整合能力,通過智力測驗就可以測出人的智力高低。在這種智力觀的影響下,學(xué)校教育的重點是培養(yǎng)學(xué)生的語言能力和數(shù)學(xué)邏輯能力,教育的作用就在于盡量使兒童獲得這種能力的高分,教育的模式是統(tǒng)一的課程,統(tǒng)一的進(jìn)度,僵化的考試和評價,剝奪了學(xué)生的主體性和創(chuàng)造性,嚴(yán)重束縛了學(xué)生的個性發(fā)展。這違背了教育促進(jìn)人的全面和諧發(fā)展的本質(zhì),違背了信息時代對創(chuàng)新人才的迫切要求。 二十幾年來,不少心理學(xué)家在批評傳統(tǒng)智力理論的基礎(chǔ)上,提出了人具有多種智力的觀點,即人具有多種智力而且人的多種智力都與具體的認(rèn)知領(lǐng)域緊密相關(guān)而獨立存在的觀點,其中美國哈佛大學(xué)著名心理學(xué)家、教育學(xué)家霍華德·加德納認(rèn)為人的智力是由語言智力、數(shù)學(xué)邏輯智力、視覺空間智力、身體運動智力、音樂智力、人際關(guān)系智力、自我認(rèn)識智力和自然觀察智力組成的。他認(rèn)為,每個學(xué)生在不同程度上擁有上述八種智力,智力之間的不同組合表現(xiàn)出了個體的智力差異。教育的起點不在于兒童原先有多么聰明,而在于怎樣使兒童變得聰明,在哪些方面變得聰明。 依據(jù)加德納的智力理論,每一個兒童都是獨一無二的。學(xué)校教育如果考慮學(xué)生的個體差異,如果以最大程度的個別化方式來進(jìn)行教育教學(xué),那么,教育就會產(chǎn)生最大的功效。對于依據(jù)多元智力理論進(jìn)行個性化教學(xué),加德納認(rèn)為沒有統(tǒng)一的模式和標(biāo)準(zhǔn)可循。我們只能根據(jù)多元智力理論本身及其幼兒教育實踐來大致描述幼兒多元智力發(fā)展方案的輪廓。本研究主要從課堂教學(xué)策略、課程設(shè)置、學(xué)習(xí)風(fēng)格、項目學(xué)習(xí)、智力的真實評定等方面闡述了與多元智力整合的可能性和方法,從而實施幼兒的個性化教學(xué)研究。 論文共分三大部分:首先,在引言部分闡述了問題的提出、文獻(xiàn)綜述和研究的目的、意義與方法;第一部分,闡述了多元智力理論的基本觀點及其貢獻(xiàn)與局限;第二部分,闡述了立足于多元智力理論進(jìn)行個性化教學(xué)的緣由;第三部分,闡述了基于多元智力理論的幼兒個性化教學(xué)策略;最后,結(jié)束語,指出了本研究的不足和今后研究的方向。
[Abstract]:According to the traditional intelligence theory, intelligence is a kind of integration ability with language ability and mathematical logic ability as the core, and human intelligence can be measured by intelligence test. Under the influence of this view of intelligence, the focus of school education is to cultivate students' language ability and mathematical logic ability. The function of education is to make children get a high score of this ability as far as possible. The mode of education is unified curriculum, unified progress, rigid examination and evaluation, depriving students of subjectivity and creativity, and seriously restricting the development of students' personality. This violates the essence of education promoting the all-round and harmonious development of human beings and the urgent requirement of innovative talents in the information age. Over the past 20 years or so, on the basis of criticizing the traditional intelligence theory, many psychologists have put forward the viewpoint that human beings have many kinds of intelligence, that is, human beings have many kinds of intelligence and their various intelligences are closely related to specific cognitive fields, among which Howard Gardner, a famous psychologist and educator at Harvard University in the United States, believes that human intelligence is based on linguistic intelligence, mathematical logical intelligence and visual spatial intelligence. Physical motor intelligence, musical intelligence, interpersonal intelligence, self-cognitive intelligence and natural observation intelligence. He believes that each student has the above eight kinds of intelligence to varying degrees, and the different combinations of intelligence show individual intelligence differences. The starting point of education is not how smart children used to be, but how to make them smart and in what ways. According to Gardner's theory of intelligence, every child is unique. If the individual differences of students are taken into account in school education, and if the education is carried out in the way of maximum individualization, then education will have the greatest effect. Gardner believes that there is no unified model and standard for individualized teaching according to the theory of multiple intelligences. We can only describe the outline of the development scheme of multiple intelligences according to the theory of multiple intelligences and its practice in early childhood education. This study mainly expounds the possibility and method of integrating with multiple intelligences from the aspects of classroom teaching strategy, curriculum design, learning style, project learning, real evaluation of intelligence and so on, so as to carry out the individualized teaching research of young children. The paper is divided into three parts: first, in the introduction part, it expounds the problem, the purpose, significance and method of literature review and research; the first part, expounds the basic viewpoints, contributions and limitations of the theory of multiple intelligences; the second part, expounds the reasons for individualized teaching based on the theory of multiple intelligences; the third part, expounds the individualized teaching strategy of children based on the theory of multiple intelligences. Finally, the conclusion points out the shortcomings of this study and the direction of future research.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前4條

1 方娜;多元智力理論在幼兒音樂領(lǐng)域教學(xué)中的應(yīng)用研究[D];山西大學(xué);2011年

2 張爭爭;多元智能理論在幼兒社會領(lǐng)域中的應(yīng)用研究[D];山西大學(xué);2010年

3 馮敏星;多元智力理論在幼兒美術(shù)領(lǐng)域教學(xué)中的應(yīng)用[D];山西大學(xué);2010年

4 張曉溪;幼兒讀物整體設(shè)計的研究[D];北方工業(yè)大學(xué);2012年

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本文編號：2502654