多元智能理論在高中語文教學(xué)中的應(yīng)用研究
發(fā)布時(shí)間：2019-04-24 06:15
【摘要】：2003年頒布的《普通高中語文課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》中明確指出語文教學(xué)以提高學(xué)生的語文素養(yǎng)為宗旨,構(gòu)建知識(shí)與技能、過程與方法、情感態(tài)度與價(jià)值觀相融合的語文課程目標(biāo)體系,促進(jìn)學(xué)生個(gè)性和能力全面發(fā)展。課標(biāo)的提出,不僅改變了學(xué)校只限于語言和邏輯智能的培養(yǎng)模式,而且在相應(yīng)的改變著教師的教學(xué)方式和學(xué)生智能的發(fā)展。而二十世紀(jì)八十年代加德納對(duì)智力進(jìn)行了新的定義,并提出了多元智能理論。這一核心理念與課標(biāo)的基本理念相一致,在高中語文學(xué)科不斷改革和創(chuàng)新的浪潮中,在隨后的高中語文教學(xué)中,可以借鑒全世界個(gè)別學(xué)校對(duì)多元智能理論應(yīng)用模式,從而結(jié)合自身的實(shí)際情況來探討多種多樣的教學(xué)方式。本文通過對(duì)加德納多元智能理論的闡釋,以及多元智能理論在高中語文教學(xué)中的應(yīng)用進(jìn)行了探討。本文總共分五個(gè)部分。第一部分從本課題的研究背景、研究目的、研究意義和文獻(xiàn)綜述出發(fā),明確了本課題的研究方法;第二部分對(duì)多元智能理論的概念界定、基本結(jié)構(gòu)和核心內(nèi)容進(jìn)行了闡釋和分析;第三部分進(jìn)行了多元智能理論在高中語文教學(xué)中應(yīng)用的必要性和可能性的探討;第四部分通過對(duì)孝義二中和藝苑高中的部分學(xué)生進(jìn)行問卷調(diào)查,并提出了在高中語文教學(xué)中存在的問題;最后從三個(gè)方面論述了多元智能理論在高中語文教學(xué)中的應(yīng)用:(1)多元智能理論在高中語文教學(xué)中的應(yīng)用原則;(2)多元智能理論在高中語文教學(xué)中的應(yīng)用環(huán)境;(3)多元智能理論在高中語文教學(xué)中的應(yīng)用對(duì)策�？傊�,高中語文課堂教學(xué)中的具體內(nèi)容與多元智能理論科學(xué)結(jié)合,利用多元智能工具將課本內(nèi)容、學(xué)生和生活的實(shí)際緊密結(jié)合,有助于高中語文教學(xué)在課改的背景下更好地實(shí)現(xiàn)學(xué)生語文素養(yǎng)的提升。
[Abstract]:In the Chinese Curriculum Standard (experiment) issued in 2003, it is clearly pointed out that the purpose of Chinese teaching is to improve students' Chinese literacy, and to construct knowledge and skills, processes and methods. The target system of Chinese curriculum, which combines emotional attitude and values, promotes students' personality and ability to develop in an all-round way. The proposed curriculum standard not only changes the training mode of language and logic intelligence, but also changes the teaching mode of teachers and the development of students' intelligence. Gardner gave a new definition of intelligence in 1980's, and put forward the theory of multiple intelligences. This core idea is consistent with the basic idea of curriculum standard. In the tide of constant reform and innovation of Chinese discipline in senior high school, in the subsequent Chinese teaching of senior high school, we can draw lessons from the application mode of multiple intelligences theory in individual schools all over the world. Thus combined with their own actual situation to explore a variety of teaching methods. Through the explanation of Gardner's theory of multiple intelligences and the application of the theory of multiple intelligences in Chinese teaching in senior high school, this paper discusses the theory of multiple intelligences. This article is divided into five parts. The first part sets out from the research background, research purpose, research significance and literature review of this topic, and clarifies the research method of this subject. The second part explains and analyzes the definition, the basic structure and the core content of the theory of multiple intelligences, the third part discusses the necessity and possibility of the application of the theory of multiple intelligences in Chinese teaching in senior high school. The fourth part carries on the questionnaire investigation to some students of Xiaoyi No. 2 Middle School and Yi Yuan High School, and puts forward the problems existing in the Chinese teaching of the senior middle school. Finally, this paper discusses the application of multi-intelligence theory in high school Chinese teaching from three aspects: (1) the application principle of multi-intelligence theory in high school Chinese teaching; (2) the application environment of multi-intelligence theory in high school Chinese teaching; (3) the application countermeasure of multi-intelligence theory in Chinese teaching in senior high school. In a word, the concrete contents of Chinese classroom teaching in senior high school are combined with the theory of multiple intelligences, and the contents of textbooks, students and the reality of life are closely combined with the tools of multiple intelligences. Help senior high school Chinese teaching in the background of curriculum reform to better achieve the improvement of students' Chinese literacy.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3
本文編號(hào)：2464178
[Abstract]:In the Chinese Curriculum Standard (experiment) issued in 2003, it is clearly pointed out that the purpose of Chinese teaching is to improve students' Chinese literacy, and to construct knowledge and skills, processes and methods. The target system of Chinese curriculum, which combines emotional attitude and values, promotes students' personality and ability to develop in an all-round way. The proposed curriculum standard not only changes the training mode of language and logic intelligence, but also changes the teaching mode of teachers and the development of students' intelligence. Gardner gave a new definition of intelligence in 1980's, and put forward the theory of multiple intelligences. This core idea is consistent with the basic idea of curriculum standard. In the tide of constant reform and innovation of Chinese discipline in senior high school, in the subsequent Chinese teaching of senior high school, we can draw lessons from the application mode of multiple intelligences theory in individual schools all over the world. Thus combined with their own actual situation to explore a variety of teaching methods. Through the explanation of Gardner's theory of multiple intelligences and the application of the theory of multiple intelligences in Chinese teaching in senior high school, this paper discusses the theory of multiple intelligences. This article is divided into five parts. The first part sets out from the research background, research purpose, research significance and literature review of this topic, and clarifies the research method of this subject. The second part explains and analyzes the definition, the basic structure and the core content of the theory of multiple intelligences, the third part discusses the necessity and possibility of the application of the theory of multiple intelligences in Chinese teaching in senior high school. The fourth part carries on the questionnaire investigation to some students of Xiaoyi No. 2 Middle School and Yi Yuan High School, and puts forward the problems existing in the Chinese teaching of the senior middle school. Finally, this paper discusses the application of multi-intelligence theory in high school Chinese teaching from three aspects: (1) the application principle of multi-intelligence theory in high school Chinese teaching; (2) the application environment of multi-intelligence theory in high school Chinese teaching; (3) the application countermeasure of multi-intelligence theory in Chinese teaching in senior high school. In a word, the concrete contents of Chinese classroom teaching in senior high school are combined with the theory of multiple intelligences, and the contents of textbooks, students and the reality of life are closely combined with the tools of multiple intelligences. Help senior high school Chinese teaching in the background of curriculum reform to better achieve the improvement of students' Chinese literacy.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3
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