本文關(guān)鍵詞： 多元智能理論 初中英語閱讀課 教學(xué)設(shè)計　出處：《閩南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：Howard Gardner教授在《智能的結(jié)構(gòu)》一書中提出的多元智能理論在教育界產(chǎn)生了深遠(yuǎn)的影響。該理論關(guān)注學(xué)生個體智能的差異,提倡促進(jìn)學(xué)生的全面發(fā)展,這不僅符合教育部頒布的《義務(wù)教育英語課程標(biāo)準(zhǔn)》(2011)中“面向全體學(xué)生,關(guān)注語言學(xué)習(xí)者的不同特點和個體差異性”以及“全面提高學(xué)生的綜合素質(zhì)”的要求,而且對促進(jìn)素質(zhì)教育的發(fā)展具有重要意義。因此,本研究聚焦于如何將多元智能理論運用于初中英語閱讀課教學(xué)設(shè)計中,旨在為初中英語教師提高閱讀課課堂效果提供些許參考。首先,筆者采用問卷調(diào)查法了解學(xué)生的智能狀況。通過分析調(diào)查結(jié)果,筆者發(fā)現(xiàn)實驗班學(xué)生和對照班學(xué)生的智能總體水平并無顯著差異。其中,在八項智能中實驗班學(xué)生和對照班學(xué)生最發(fā)達(dá)的智能都是自知-自省智能;兩個班最不發(fā)達(dá)的智能都是言語-語言智能;而對于其他處于中等發(fā)達(dá)水平的智能,兩個班的學(xué)生有各自不同的優(yōu)勢智能和劣勢智能。在了解學(xué)生智能特點的基礎(chǔ)上,筆者將實驗班的學(xué)生分成每個組都含有各自優(yōu)勢智能的若干人,這樣可以利用組員間的互助來改善學(xué)生的劣勢智能。其次,本研究利用Howard Gardner提出的多元智能理論設(shè)計初中英語閱讀課教學(xué)設(shè)計的模型結(jié)構(gòu),并介紹運用這種模型結(jié)構(gòu)的思路。同時,以仁愛版英語九年級教材中四篇不同體裁的閱讀文章為例設(shè)計四堂閱讀課,在設(shè)計的過程中結(jié)合實驗班學(xué)生的智能特點具體展示如何在閱讀課的教學(xué)設(shè)計中運用多元智能理論,并在結(jié)果與討論部分總結(jié)了在初中英語閱讀課的教學(xué)設(shè)計中運用多元智能理論的建議。最后,筆者根據(jù)多元智能理論所設(shè)計的內(nèi)容為實驗班的學(xué)生授課,同時對照班的學(xué)生仍然按照讀前、讀中、讀后三個階段的常規(guī)模式進(jìn)行授課。在每堂課結(jié)束后筆者使用相應(yīng)測試卷檢測本堂課的課堂效果,檢測結(jié)果顯示實驗班學(xué)生的后測成績高于對照班的學(xué)生,且具有顯著性差異。除此之外,在授課過程中筆者還發(fā)現(xiàn)實驗班學(xué)生參與課堂活動的熱情非常高,基本上每個學(xué)生都能積極地參與其中。這說明將多元智能理論應(yīng)用于初中英語閱讀教學(xué)中滿足了具備不同智能特點的學(xué)生的需求,和諧輕松的課堂氣氛也表明這種模式有助于改善課堂師生互動效果。因此,從某種程度上講,多元智能理論用來指導(dǎo)初中英語閱讀課教學(xué)設(shè)計有利于提高閱讀課的課堂效果。
[Abstract]:The theory of multiple intelligences, put forward by Professor Howard Gardner in "the structure of Intelligence", has had a profound influence in the field of education. The theory focuses on the difference of individual intelligence of students. Promote the all-round development of students, which is not only in line with the "compulsory Education English Curriculum Standards" issued by the Ministry of Education, 2011) "for all students." It is of great significance to pay attention to the different characteristics and individual differences of language learners and the requirement of "improving students' comprehensive quality in an all-round way", which is of great significance to promote the development of quality education. This study focuses on how to apply the theory of multiple intelligences to the teaching design of junior high school English reading class, in order to provide some references for junior high school English teachers to improve the classroom effect of reading class. Through the analysis of the results of the investigation, the author found that there is no significant difference in the overall level of intelligence between the students in the experimental class and the students in the control class. Among the eight intelligences, the most developed intelligence in the experimental class and the control class is self-knowledge and introspection; The least developed intelligence in both classes is language-language intelligence; For the other middle developed level of intelligence, the two classes of students have their own strengths and weaknesses of intelligence. On the basis of understanding the characteristics of students' intelligence. The author divides the students of the experimental class into several people who have their own advantages and intelligence in each group, which can improve the inferior intelligence of the students by using the mutual help among the members. Secondly. This study uses the theory of multiple intelligences proposed by Howard Gardner to design the model structure of English reading teaching design in junior high school, and introduces the idea of using this model structure. Taking four reading articles of different genres in Benevolent version of English ninth grade textbook as an example, four reading classes are designed. In the process of design combined with the intelligence characteristics of the experimental class students show how to use the theory of multiple intelligences in the teaching design of reading class. In the part of result and discussion, the author summarizes the suggestion of using multiple intelligences theory in the teaching design of English reading course in junior high school. Finally, the author gives lessons to the students in the experimental class according to the content designed by the theory of multiple intelligences. At the same time, the students in the control class are still in accordance with the normal mode of pre-reading, reading, and after reading. After each class, the author uses the corresponding test paper to test the classroom effect of the class. The results show that the post-test results of the experimental class are higher than those of the control class, and there are significant differences. In addition, in the course of teaching, the author also found that the students in the experimental class have a very high enthusiasm to participate in classroom activities. It shows that the application of multiple intelligences theory to English reading teaching in junior high school meets the needs of students with different intelligence characteristics. The harmonious and relaxed classroom atmosphere also shows that this model helps to improve the effect of teacher-student interaction in the classroom. Therefore, to some extent, it is helpful to improve the effect of teacher-student interaction. The theory of multiple intelligences is used to guide the teaching design of reading class in junior high school.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 黃秋燕;黃東萍;;支架理論在英語閱讀教學(xué)中的應(yīng)用分析[J];長春教育學(xué)院學(xué)報;2014年17期

2 陳家元;;試論情景教學(xué)法在高中英語閱讀教學(xué)中的應(yīng)用[J];語數(shù)外學(xué)習(xí)(英語教育);2013年09期

3 汪冬瑾;;基于多元智能理論的大學(xué)英語課堂活動設(shè)計[J];海外英語;2012年02期

4 操時堯;魯永紅;;多元智能理論視角下英語課堂活動的設(shè)計原則[J];教學(xué)與管理;2011年09期

5 方云端;馮義東;;基于多元智能理論的表現(xiàn)評價方式探究[J];教學(xué)與管理;2010年18期

6 沈致隆;;多元智能理論的產(chǎn)生、發(fā)展和前景初探[J];江蘇教育研究;2009年09期

7 方嵐;楊成林;;利用說唱音樂進(jìn)行英語連音教學(xué)[J];山東師范大學(xué)外國語學(xué)院學(xué)報(基礎(chǔ)英語教育);2008年01期

8 裴正薇;;MI理論國內(nèi)外相關(guān)研究綜述——兼評其對我國外語教學(xué)的啟示[J];江蘇外語教學(xué)研究;2007年02期

9 張璐;;多元智能理論與小學(xué)英語中的教學(xué)策略[J];中小學(xué)外語教學(xué)(小學(xué)篇);2007年07期

10 吳冰茹;;發(fā)展小學(xué)生多元智能的教學(xué)活動[J];中小學(xué)外語教學(xué)(小學(xué)篇);2007年05期

相關(guān)碩士學(xué)位論文 前5條

1 安夢迪;多元智能理論視角下初中英語閱讀教學(xué)策略研究[D];哈爾濱師范大學(xué);2016年

2 栗潔玲;基于多元智能理論的高中地理教學(xué)設(shè)計與實踐研究[D];華中師范大學(xué);2015年

3 夏云青;多元智能理論指導(dǎo)下的初中英語閱讀教學(xué)活動設(shè)計研究[D];上海師范大學(xué);2014年

4 閆芳;多元智能理論中國化研究[D];天津師范大學(xué);2013年

5 鐘小芳;多元智能理論視野下的高一英語閱讀教學(xué)研究[D];贛南師范學(xué)院;2012年

，

本文編號：1465215