本文選題：多元智能　切入點：化學(xué)概念教學(xué)　出處：《湖南師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：加德納教授在1983年提出了多元智能理論,經(jīng)過長期的發(fā)展與完善,該理論也給我國的教育帶來了靈感與思考。本論文主要探討如何將多元智能理論運用于高中化學(xué)概念教學(xué)中,筆者首先分析了化學(xué)概念和多元智能理論內(nèi)涵,并調(diào)查了高中學(xué)生化學(xué)概念學(xué)習(xí)情況和多元智能狀況。綜合以上調(diào)查結(jié)論試探討了化學(xué)概念教學(xué)模式和相關(guān)教學(xué)策略,對人教版高中化學(xué)必修一的部分化學(xué)概念進(jìn)行案例設(shè)計,并進(jìn)行教學(xué)實踐研究。具體研究如下:(1)通過調(diào)查問卷從五個方面分析高中學(xué)生對化學(xué)概念的的學(xué)習(xí)情況,包括學(xué)習(xí)興趣與態(tài)度、學(xué)習(xí)方法、對化學(xué)概念的認(rèn)識情況、學(xué)習(xí)效果反饋情況和期望教師采用的教學(xué)方法。(2)通過多元智能調(diào)查問卷分析了現(xiàn)階段高中學(xué)生的多元智能狀況,并就重點高中和普通高中的學(xué)生以及男女生分別進(jìn)行差異對比。(3)提出創(chuàng)設(shè)情境,提出問題;小組合作,探究學(xué)習(xí);總結(jié)歸納,反思提升的教學(xué)模式和概念圖策略、實驗探究策略和類比反思等策略,并進(jìn)行高一部分化學(xué)概念的案例設(shè)計。(4)將該教學(xué)案例應(yīng)用于課堂實踐中,探究該教學(xué)案例的實踐對高一學(xué)生多元智能狀況、學(xué)習(xí)成績和對化學(xué)學(xué)習(xí)興趣和態(tài)度的影響。研究結(jié)論如下:(1)對于化學(xué)概念的學(xué)習(xí),學(xué)生的學(xué)習(xí)態(tài)度比較端正,但是學(xué)習(xí)興趣有待提高。學(xué)生的學(xué)習(xí)方法存在一定的誤區(qū),沒有意識到化學(xué)概念的重要性和地位,對化學(xué)概念理解掌握不夠徹底,并且期待教師采用實驗探究和多媒體等教學(xué)方法。(2)學(xué)生的自知自省智能、人際交往智能、自然觀察智能、視覺空間智能以及音樂節(jié)奏智能相對較好,身體動覺智能和語言言語智能相對較弱,數(shù)理邏輯智能居于中間水平。男女生有顯著性差異的有自知自省智能、身體動覺智能、語言言語智能、數(shù)理邏輯智能和視覺空間智能。重點高中和普通高中有顯著性差異的有人際交往智能、語言言語智能和數(shù)理邏輯智能。(3)實證研究發(fā)現(xiàn),多元智能理論指導(dǎo)下的化學(xué)概念教學(xué)可以改善學(xué)生學(xué)習(xí)興趣與態(tài)度,能夠提高學(xué)生的學(xué)習(xí)成績,而且有助于提高學(xué)生的人際交往智能和語言言語智能。
[Abstract]:In 1983, Professor Gardner put forward the theory of multiple intelligences. After a long period of development and improvement, the theory has also brought inspiration and thinking to our education. This paper mainly discusses how to apply the theory of multiple intelligences to the teaching of chemistry concepts in senior high school. Firstly, the author analyzes the connotation of chemistry concept and multiple intelligences theory, and investigates the situation of chemistry concept learning and multiple intelligences of senior high school students. In this paper, the author designs a case study of some chemistry concepts that are compulsory in senior high school chemistry, and carries out a teaching practice study. The specific research is as follows: 1) analyzing the learning situation of chemistry concepts in senior high school students from five aspects through the questionnaire. Including learning interest and attitude, learning methods, understanding of chemistry concepts, feedback of learning effect and teaching methods expected of teachers, this paper analyzes the current situation of high school students' multiple intelligences through multiple intelligences questionnaire. And on the key high school and ordinary high school students and male and female students were compared with each other. (3) put forward the creation situation, put forward the question; group cooperation, explore learning; summarize and summarize, reflect on the promotion of teaching mode and concept map strategy. The teaching case is applied to the classroom practice, and the practice of the teaching case is applied to the situation of multiple intelligences of senior one students. The effect of learning achievement on chemistry learning interest and attitude. The research conclusion is as follows: 1) for the study of chemistry concept, the students' learning attitude is correct, but their learning interest needs to be improved. There are some misunderstandings in the students' learning methods. Not aware of the importance and status of the concept of chemistry, not having a thorough understanding of the concept of chemistry, and expecting teachers to adopt teaching methods such as experimental inquiry and multimedia) students' introspection, interpersonal intelligence, and natural observation intelligence, Visual space intelligence and music rhythm intelligence are relatively good, body kinesthetic intelligence and speech intelligence are relatively weak, mathematical logic intelligence is in the middle level. Language intelligence, mathematical logic intelligence and visual spatial intelligence. There are significant differences between key senior high school and ordinary high school in interpersonal intelligence, language intelligence and mathematical logic intelligence. Under the guidance of the theory of multiple intelligences, the chemistry concept teaching can improve students' interest and attitude, improve their academic achievement, and help to improve their interpersonal intelligence and language and speech intelligence.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.8
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本文編號：1556866