本文選題：多元智能理論 + 高一英語閱讀教學(xué)��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：1983年,美國哈佛大學(xué)心理學(xué)教授霍德華加德納在批判傳統(tǒng)智能理論的基礎(chǔ)上,提出了多元智能理論。并在國內(nèi)外引起了非常大的重視。該理論認(rèn)為,每個學(xué)生都有至少八種以上的智能,包括語言智能、數(shù)理邏輯智能,音樂節(jié)奏智能、視覺空間智能、人際交往智能、身體與運(yùn)動智能、自我內(nèi)省智能和自然觀察智能;該八種智能同等重要,老師應(yīng)注意利用學(xué)生相對優(yōu)勢智能同時開發(fā)劣勢智能,提倡老師應(yīng)多關(guān)注每個學(xué)生,組合并運(yùn)用多種方式組織課堂活動,激發(fā)學(xué)生閱讀興趣。該理論與我國高中英語課程標(biāo)準(zhǔn)所提出的“以學(xué)生為中心,尊重學(xué)生個體差異,因材施教,提高學(xué)生的英語綜合運(yùn)用能力,促進(jìn)學(xué)生全面發(fā)展”的理念非常吻合。在高中英語教學(xué)中,閱讀是語言輸入的重要方式,也是評價學(xué)生語言綜合應(yīng)用能力的有效檢測手段之一。但是,許多教師把語言知識、詞匯和語法教學(xué)放于首位,忽視了培養(yǎng)學(xué)生閱讀興趣和提高學(xué)生閱讀理解能力。長久如此,必將阻礙發(fā)展學(xué)生的閱讀潛能。國內(nèi)外已經(jīng)有將多元智能理論運(yùn)用到高一英語閱讀教學(xué)的相關(guān)研究,并通過基于實際學(xué)情,設(shè)計與之相適應(yīng)的教學(xué)活動,希望能激發(fā)學(xué)生的英語閱讀興趣,培養(yǎng)學(xué)生的英語閱讀能力,提高英語課堂教學(xué)效率和教學(xué)質(zhì)量。本文研究對象是上海市嘉定區(qū)封浜高級中學(xué)2016級高一(3)和高一(4)班兩個平行班為期一個學(xué)期的教學(xué)實驗。高一(3)班為實驗班,高一(4)班為對照班。實驗班采取基于多元智能理論的英語閱讀教學(xué)實驗,對照班采用常規(guī)的英語閱讀教學(xué)方法。在實驗期間,兩個班級學(xué)生都參加了2016年9月的本校高一英語閱讀能力摸底考試和2017年1月中旬的上海市嘉定區(qū)統(tǒng)一的英語期末考試,并填寫了調(diào)查問卷,用Excel統(tǒng)計數(shù)據(jù)。實驗結(jié)果表明實驗班學(xué)生的閱讀成績明顯高于對照班的英語閱讀成績,閱讀興趣也有了明顯提高。通過分析實驗數(shù)據(jù)表明:基于多元智能理論的英語閱讀教學(xué)能夠激發(fā)學(xué)生的閱讀興趣、提高學(xué)生的閱讀技巧和閱讀能力,并能促進(jìn)學(xué)生多種智能的發(fā)展以及英語閱讀教學(xué)質(zhì)量的提高。
[Abstract]:In 1983, Howard Gardner, a professor of psychology at Harvard University, put forward the theory of multiple intelligences on the basis of criticizing the traditional theory of intelligence.And at home and abroad caused great attention.According to the theory, every student has at least eight kinds of intelligence, including language intelligence, mathematical logic intelligence, music rhythm intelligence, visual space intelligence, interpersonal intelligence, physical and sports intelligence.Self-introspection intelligence and natural observation intelligence are equally important. Teachers should pay attention to exploiting students' relative advantage intelligence and developing inferior intelligence, and advocate that teachers should pay more attention to each student, combine and organize classroom activities in various ways.Stimulate students' interest in reading.The theory coincides with the idea of "taking students as the center, respecting students' individual differences, teaching students according to their aptitude, improving students' comprehensive English application ability and promoting students' all-round development", which is put forward by Chinese senior high school English curriculum standard.In high school English teaching, reading is not only an important way of language input, but also one of the effective means to evaluate students' comprehensive language application ability.However, many teachers put language knowledge, vocabulary and grammar teaching in the first place, neglecting to cultivate students' reading interest and improve their reading comprehension ability.For a long time, it will hinder the development of students' reading potential.At home and abroad, the theory of multiple intelligences has been applied to the teaching of English reading in Senior one. Based on the practical situation, we have designed the appropriate teaching activities to stimulate the students' interest in English reading.To cultivate students' English reading ability and improve the efficiency and quality of English classroom teaching.The object of this study is a one-semester teaching experiment of two parallel classes of Grade 2016 (Grade 2016) and Class No. 4 (Grade 1) of Fengbang High School in Jiading District, Shanghai.Class 3 is the experimental class, and class 4 is the control class.The experimental class adopts the English reading teaching experiment based on multiple intelligences, and the control class adopts the conventional English reading teaching method.During the course of the experiment, the students of both classes took the English reading comprehension test of our school in September 2016 and the unified English final exam in Jiading District of Shanghai in mid-January 2017, and filled out the questionnaire and used Excel statistics.The results show that the reading scores of the students in the experimental class are significantly higher than those in the control class.Through the analysis of experimental data, it is shown that English reading teaching based on multiple intelligences theory can stimulate students' reading interest and improve their reading skills and reading ability.It can promote the development of students' intelligence and improve the quality of English reading teaching.
【學(xué)位授予單位】：上海師范大學(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 陳嬌;;“多元智能理論”與高中英語教學(xué)[J];新課程(中旬);2013年05期

2 陳洪梅;;多元智能理論下的高中英語教學(xué)活動探究[J];中學(xué)教學(xué)參考;2012年18期

3 劉夢琪;;多元智能理論在高中英語閱讀教學(xué)中的應(yīng)用研究[J];才智;2012年08期

4 卜玉剛;;多元智能理論在高中英語課堂教學(xué)中的應(yīng)用[J];考試周刊;2012年06期

5 魯麗萍;;淺談英語閱讀教學(xué)與音樂的整合[J];當(dāng)代教育論壇(教學(xué)研究);2011年01期

6 朱述洲;;多元智能理論下高中英語閱讀教學(xué)之研究[J];中國科教創(chuàng)新導(dǎo)刊;2009年29期

7 王學(xué)文;;多元智力的英語課堂生成教學(xué)策略[J];教師;2009年14期

8 盧建紅;;基于多元智能理論的英語閱讀教學(xué)方式的探究[J];新課程研究(下旬刊);2009年02期

9 馬鵬程;;多元智能理論在高中英語教學(xué)中的運(yùn)用[J];中國校外教育(理論);2007年02期

10 梁愛民;周莉莉;;多元智能理論與多元化大學(xué)英語教學(xué)模式研究[J];山東外語教學(xué);2006年05期

相關(guān)碩士學(xué)位論文 前2條

1 王秀麗;關(guān)于高中生英語閱讀理解教學(xué)有效性的研究[D];華東師范大學(xué);2009年

2 謝宙瓊;淺論通過激發(fā)學(xué)生英語閱讀興趣提高閱讀能力[D];華中師范大學(xué);2008年

，

本文編號：1766509