語(yǔ)法是語(yǔ)言學(xué)習(xí)的基礎(chǔ),掌握牢固的語(yǔ)法知識(shí)對(duì)英語(yǔ)學(xué)習(xí)具有促進(jìn)作用。隨著新課程改革地不斷深入,我國(guó)《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2017)》也明確提出語(yǔ)法知識(shí)的學(xué)習(xí)會(huì)直接影響學(xué)生語(yǔ)言綜合能力的運(yùn)用這一觀點(diǎn),對(duì)教師的語(yǔ)法教學(xué)和學(xué)生語(yǔ)法學(xué)習(xí)提出了更高的要求。筆者在研究中學(xué)語(yǔ)法教學(xué)現(xiàn)狀時(shí)發(fā)現(xiàn),目前的語(yǔ)法教學(xué)還存在以下幾種問(wèn)題:第一,教師使用單一的教學(xué)方法忽視了學(xué)生的個(gè)體差異性;第二,教師對(duì)課堂活動(dòng)的輕視導(dǎo)致課堂氣氛的沉悶;第三,教師過(guò)分注重語(yǔ)法訓(xùn)練忽視學(xué)生語(yǔ)言綜合運(yùn)用能力的培養(yǎng)。同樣,學(xué)生在學(xué)習(xí)語(yǔ)法過(guò)程中也存在一些問(wèn)題。第一,由于復(fù)雜的語(yǔ)法內(nèi)容和繁多的語(yǔ)法規(guī)則,學(xué)生容易產(chǎn)生畏懼心理。第二,學(xué)生機(jī)械性的學(xué)習(xí)模式導(dǎo)致他們學(xué)習(xí)積極性不高,從而對(duì)語(yǔ)法學(xué)習(xí)不感興趣。第三,學(xué)生對(duì)學(xué)習(xí)語(yǔ)法的目的較為模糊,也對(duì)語(yǔ)法學(xué)習(xí)不夠重視。為改善上述師生在語(yǔ)法方面存在的問(wèn)題,探索有效的語(yǔ)法教學(xué)方法勢(shì)在必行。1983年美國(guó)心理學(xué)家霍華德首次提出多元智能理論,該理論在教育領(lǐng)域中強(qiáng)調(diào)教師在教學(xué)過(guò)程中要通過(guò)發(fā)現(xiàn)學(xué)生不同的智能水平,因材施教,滿足學(xué)生不同程度的知識(shí)需要。所以筆者嘗試運(yùn)用多元智能理論指導(dǎo)中學(xué)語(yǔ)法教學(xué),以期通過(guò)設(shè)計(jì)多樣化的教學(xué)...

【文章頁(yè)數(shù)】：100 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Research Questions
    1.5 Research Methods
    1.6 Thesis Structure
Chapter Two Literature Review
    2.1 Description of MIT
        2.1.1 Basic Content of MIT
        2.1.2 Educational Connotation of MIT
    2.2 Previous Research on MIT Abroad and at Home
        2.2.1 Previous Research on MIT Abroad
        2.2.2 Previous Research on MIT at Home
    2.3 Related Studies on Grammar Teaching Abroad and at Home
        2.3.1 Studies on Grammar Teaching Abroad
        2.3.2 Studies on Grammar Teaching at Home
    2.4 Grammar Teaching From MIT Perspective
Chapter Three Theoretical Framework
    3.1 Humanistic Theory
        3.1.1 Connotation of Humanistic Theory
        3.1.2 Concept of Learning and Teaching in Humanistic Theory
    3.2 Constructivism
        3.2.1 Constructivist View of Learning
        3.2.2 Constructivist View of Teaching
Chapter Four Research Design
    4.1 Research Hypotheses
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Tests
        4.3.2 Questionnaires
        4.3.3 Interviews
    4.4 Research Procedures
        4.4.1 Pre-test
        4.4.2 Questionnaire before the Experiment in EC
        4.4.3 Interview before the Experiment
        4.4.4 Teaching Procedures
        4.4.5 Post-test
        4.4.6 Questionnaire after the Experiment in EC
        4.4.7 Interview after the Experiment
    4.5 A Teaching Sample
Chapter Five Data Analysis and Discussion
    5.1 Data Analysis of Tests
        5.1.1 Data Analysis of the Pre-test in CC and EC
        5.1.2 Data Analysis of the Post-test in CC and EC
        5.1.3 Comparison of the Pre-test and Post-test in CC
        5.1.4 Comparison of the Pre-test and Post-test in EC
    5.2 Data Analysis of Questionnaires
        5.2.1 Students’Intelligence Level before the Experiment
        5.2.2 Students’Intelligence Level after the Experiment
        5.2.3 Analysis of Questionnaire A
        5.2.4 Analysis of Questionnaire B
    5.3 Analysis of Interviews
        5.3.1 Analysis of the Interview before the Experiment
        5.3.2 Analysis of the Interview after the Experiment
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Limitations
    6.3 Suggestions for the Further Research
Bibliography
Appendix Ⅰ Pre-test For English Grammar
Appendix Ⅱ Score List of Pre-test in EC
Appendix Ⅲ Score List of Pre-test in CC
Appendix Ⅳ Multiple Intelligences Questionnaire
Appendix Ⅴ Questionnaire A
Appendix Ⅵ Post-test For English Grammar
Appendix Ⅶ Score List of Post-test in EC
Appendix Ⅷ Score List of Post-test in CC
Appendix Ⅸ Questionnaire B



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