本文選題：多元智能 + 物理概念教學　； 參考：《上海師范大學》2017年碩士論文

【摘要】：霍華德·加德納在1983年提出了多元智能理論,該理論所倡導的教育理念與新課程改革的核心思想非常吻合,在初中物理新課程改革的浪潮中,我們可以借鑒多元智能理論不斷提升教學效果。本研究是以多元智能理論為指導,在調(diào)查了初中學生的多元智能發(fā)展現(xiàn)狀的基礎(chǔ)上,對利用多元智能理論指導初中物理教學實踐中的某一環(huán)節(jié)——概念教學進行了理論和實踐上的初步探索。本文主要分為以下四個部分:第一部分是本研究的理論基礎(chǔ),闡述了加德納多元智能理論產(chǎn)生的背景、依據(jù)、八項智能的內(nèi)容及主要觀點,并在此基礎(chǔ)上分析了多元智能理論與初中物理概念教學的關(guān)系及對其的指導意義。第二部分是初中學生多元智能現(xiàn)狀的調(diào)查,以問卷調(diào)查的形式對上海地區(qū)部分初中學生的智能結(jié)構(gòu)和智能分布進行調(diào)查,并對調(diào)查結(jié)果進行整體性分析和差異性分析,得到以下結(jié)論:(1)整體分析,所有學生均擁有八種智能,但是程度有所不同,絕大部分學生智能測試得分處于中間階段,個別智能除外;(2)性別差異性比較,男生的數(shù)理-邏輯智能優(yōu)于女生,女生的語言智能、音樂智能優(yōu)于男生,其他智能方面無顯著性差異。(3)不同學校差異性比較,民辦初中在數(shù)理-邏輯智能和語言智能方面優(yōu)于個別公辦初中,在其他智能方面不存在顯著性的差異。第三部分是多元智能理論指導下的初中物理概念教學策略和模式的探討,基于初中學生智能結(jié)構(gòu)和分布特點,結(jié)合本地區(qū)教育教學現(xiàn)狀,以空間智能、自然觀察者智能和身體-動覺智能為出發(fā)點,提出了四種教學策略,分別是圖像呈現(xiàn)策略、現(xiàn)象觀察策略、學生實驗策略和科學探究策略,并在此基礎(chǔ)上對常用的兩種教學模式進行了構(gòu)建和舉例。第四部分是教學實踐研究部分,在對多元智能理論探討的基礎(chǔ)上,結(jié)合相應(yīng)的教學設(shè)計和初中教學的實際情況,在上海地區(qū)某公辦初中進行教學實踐探索。結(jié)果表明,以多元智能理論指導初中物理概念教學行之有效,可以取得良好教學效果。研究的創(chuàng)新點在于,以與物理課程密切相關(guān)的三種智能為出發(fā)點,結(jié)合初中學生智能結(jié)構(gòu)和身心發(fā)展特點,開發(fā)適合他們的教學策略,并構(gòu)建了教學模式,其一,以空間智能、自然觀察者智能和身體-動覺智能為出發(fā)點研究概念教學的實踐較少;其二,在該觀點下結(jié)合某一特定學段——初中階段物理概念教學的研究更少;其三,具有可操作性,在一定程度上保證了教學的多樣化,且達到了優(yōu)化初中物理概念教學的目的。
[Abstract]:Howard Gardner put forward the theory of multiple intelligences in 1983. The educational idea advocated by the theory is very consistent with the core idea of the new curriculum reform. We can learn from the theory of multiple intelligences to improve the teaching effect. This research is guided by the theory of multiple intelligences, on the basis of investigating the current situation of the development of multiple intelligences of junior high school students. In this paper, the theory of multiple intelligences is used to guide the concept teaching in physics teaching practice of junior high school. This paper is divided into four parts: the first part is the theoretical basis of this study, elaborated the background of Gardner's theory of multiple intelligences, the basis, the content of the eight intelligence and the main points of view. On this basis, the relationship between the theory of multiple intelligences and physics concept teaching in junior high school and its guiding significance are analyzed. The second part is the investigation of the current situation of junior high school students' multiple intelligences. The investigation on the intelligence structure and intelligence distribution of some junior middle school students in Shanghai is carried out in the form of questionnaire, and the overall analysis and difference analysis of the survey results are carried out. Conclusion: 1) the overall analysis shows that all the students have eight kinds of intelligence, but the degree is different. Most of the students' intelligence test scores are in the middle stage, with the exception of individual intelligence. Boys' mathematical logic intelligence is superior to girls', girls' language intelligence, music intelligence is superior to boys', and there is no significant difference in other intelligence aspects. Private junior middle school is superior to individual public junior high school in mathematical logic intelligence and language intelligence, but there is no significant difference in other intelligence aspects. The third part discusses the teaching strategies and models of physics concept under the guidance of multiple intelligences theory. Based on the intelligence structure and distribution characteristics of junior middle school students, combined with the present situation of education and teaching in the region, the author uses spatial intelligence. Based on natural observer intelligence and body-kinesthetic intelligence, four teaching strategies are proposed, which are image presentation strategy, phenomenon observation strategy, student experimental strategy and scientific inquiry strategy. On the basis of this, two kinds of teaching models are constructed and exemplified. The fourth part is the teaching practice research part. On the basis of discussing the theory of multiple intelligences, combining the corresponding teaching design and the actual situation of junior middle school teaching, the author carries on the teaching practice exploration in a public junior middle school in Shanghai area. The results show that the theory of multiple intelligences is effective in guiding physics concept teaching in junior high school, and good teaching effect can be obtained. The innovation of the research lies in that, taking three kinds of intelligence closely related to physics curriculum as the starting point, combining the intelligence structure of junior middle school students and the characteristics of physical and mental development, we develop the teaching strategy suitable for them, and construct the teaching mode. Natural observer intelligence and body-kinesthetic intelligence as the starting point of the research concept teaching practice is less; second, under this view combined with a specific learning phase-junior middle school physical concept teaching research is even less; third, operational, To a certain extent, the diversification of teaching is ensured, and the aim of optimizing physics concept teaching in junior high school is achieved.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

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