高中地理课堂教学培养多元智能的研究

发布时间：2018-04-03 03:12

本文选题：多元智能　切入点：地理教学　出处：《辽宁师范大学》2015年硕士论文

【摘要】：传统的以逻辑思维和语言为核心的一元智能观已不能满足素质教育时代人的衡量发展要求,20世纪80年代加德纳提出的多元智能理论,不仅在理论和实践上符合素质教育的要求,而且在课程目标与理念的转变、学习内容与方式的转变、评价与考试制度的转变方面也为基础教育教学带来一种新的突破。在高中地理课堂上重新定位学生的发展,帮助学生全面发展,最大限度的开发他们的潜能,并帮助他们找到擅长的领域是教师新的教学挑战,这就要求教师引导学生从各个渠道分析地理知识,实现全面发展。多元智能理论不仅是新课改的理论基础之一,同时它也具有一定的操作性,对实现学生中心的地理课堂起到实践指导作用。本文试图找到理论和实践的有效连接点,开发出符合学生身心发展特点的高效教学手段和策略,从而为一线教师挖掘学生多元智能提供有效帮助。本文通过比较分析,以及大量的文献查阅进行高中地理课堂教学培养多元智能的研究,以心理学、教育学以及社会学相关知识为理论基础,着重论述高中地理课堂教学培养多元智能的途径以及实际应用。在培养多元智能的途径方面,教师要开发和运用适宜智能开发的多元切入点,要注意引导学生使用多种智能去思考解决问题,培养学生发散型思维,深化多元理论;教师要致力于开发学生多元智能的教学方法,将其与智能类型相比对分析,最后再综合教学目标和学生的学情,尽可能的选择与教学内容所设计的智能类型相互补的教学方法。在课堂教学培养多元智能的实践操作不仅是素质教育对高中地理课堂教学的要求,更是知识经济时代赋予其的重要使命。
[Abstract]:The traditional concept of univariate intelligence, which takes logical thinking and language as the core, can no longer meet the needs of the measurement and development of people in the age of quality education. The theory of multiple intelligences put forward by Gardner in the 1980s is not only in line with the requirements of quality education in theory and practice.Moreover, it also brings a new breakthrough to the basic education teaching in the aspects of the change of curriculum goal and idea, the change of learning content and way, the change of evaluation and examination system.Reorienting students' development in high school geography classes, helping students to develop their full scale, maximizing their potential, and helping them to find areas of expertise are new teaching challenges for teachers.This requires teachers to guide students from various channels to analyze geographical knowledge to achieve comprehensive development.The theory of multiple intelligences is not only one of the theoretical bases of the new curriculum reform, but also has certain maneuverability, which plays a practical guiding role in the realization of student-centered geography classroom.This paper tries to find an effective connection point between theory and practice, and develop effective teaching methods and strategies that accord with the characteristics of students' physical and mental development, thus providing effective help for first-line teachers to excavate students' multiple intelligences.Through comparative analysis and a large number of literature reviews, this paper studies how to cultivate multiple intelligences in high school geography classroom teaching, which is based on the related knowledge of psychology, pedagogy and sociology.This paper mainly discusses the ways of cultivating multiple intelligences in high school geography classroom teaching and its practical application.In the way of cultivating multiple intelligences, teachers should develop and apply multiple entry points suitable for intelligent development, pay attention to guiding students to use various kinds of intelligence to think and solve problems, train students' divergent thinking, and deepen pluralistic theory.Teachers should devote themselves to developing the teaching methods of students' multiple intelligences, compare them with the intelligent types, and finally synthesize the teaching objectives and the students' learning conditions, and choose as far as possible the teaching methods which complement the intelligent types designed by the teaching contents.Cultivating multiple intelligences in classroom teaching is not only the requirement of quality education for high school geography classroom teaching, but also the important mission entrusted to it in the era of knowledge economy.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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