基于多元智能理论的高中英语写作教学研究

发布时间：2018-04-25 04:06

本文选题：多元智能理论 + 英语写作教学　；参考：《湖南师范大学》2015年硕士论文

【摘要】：英语写作是学习者语言综合运用能力的体现,在各级各类考试中也占有相当大的比重。然而,在当前高中英语写作教学中,教师只注重语言知识点和篇章结构的灌输式讲解,忽视学生个体差异,导致学生的写作情况不容乐观。多元智能理论指出,每个人都拥有至少八种智能,并且具有独特的智能组合。因此,教师要根据学生的差异性,设计多样化的教学活动来激发学生的潜能。事实上,已有研究论证了多元智能理论指导英语教学的有效性。不过,关于该理论与高中英语写作教学的实证研究相对匮乏。因此,探究该理论指导下的高中英语写作教学具有重要意义,这将进一步丰富多元智能理论,同时为我国高中英语写作教学提供新的视角和方向。本文呈现的是一项将多元智能理论运用于高中英语写作教学的实证研究。本文主要基于多元智能理论和建构主义理论对以下问题进行了研究：1)基于多元智能理论的英语写作教学对学生的写作兴趣、写作动机、写作态度和写作信心有何影响?2)基于多元智能理论的英语写作教学对学生的写作能力有何影响?本实证研究以湖南省邵东一中高二年级两个平行班为实验对象,对两个班进行了教学实验。其中,实验班采取多元智能理论指导的写作教学方法,控制班仍然使用传统的教学方法。通过综合运用问卷,课堂观察,测试和访谈等多种研究工具搜集数据,并利用独立样本T检验、配对样本T检验、多元线性回归对所得数据进行了分析。本实证研究发现：1)由于在英语写作教学中运用了多元智能理论,实验班的学生在写作兴趣、写作动机、写作态度和写作信心方面有显著提高；而仍然使用传统方法教学的控制班的学生在以上四方面均无显著提高。2)由于在英语写作教学中运用了多元智能理论,实验班学生的写作成绩有显著提高；而仍然使用传统方法教学的控制班的学生的写作成绩无显著提高。本研究结果表明,用多元智能理论指导英语写作教学是可行且有效的。鉴于时间和场所的限制,本研究主要在实验持续时间、样本容量方面存在不足之处。本实验为期十二周,偏短；样本容量为128人,代表性和普适性方面还有待考证。为寻求更精确的结论,今后的研究可以延长实验时间和增加样本容量。
[Abstract]:English writing is the embodiment of learners' comprehensive language use ability and occupies a large proportion in all kinds of examinations. However, in the current teaching of English writing in senior high school, teachers only pay attention to the introduction of language knowledge points and text structure, and ignore the individual differences of students, resulting in students' writing situation is not optimistic. The theory of multiple intelligences states that everyone has at least eight kinds of intelligence and a unique combination of intelligence. Therefore, teachers should design diversified teaching activities according to students' differences to stimulate students' potential. In fact, studies have demonstrated the effectiveness of multiple intelligences theory in guiding English teaching. However, the empirical research on this theory and English writing teaching in senior high school is relatively scarce. Therefore, it is of great significance to explore the teaching of English writing in senior high schools under the guidance of this theory, which will further enrich the theory of multiple intelligences and provide a new perspective and direction for the teaching of English writing in senior high schools in China. This paper presents an empirical study on the application of multiple intelligences theory to English writing teaching in senior high schools. Based on the theory of multiple intelligences and constructivism, this paper studies the following questions: 1) the interest and motivation of English writing teaching based on the theory of multiple intelligences. How does writing attitude and writing confidence affect students' writing ability? This empirical study takes two parallel classes of Grade two in Shaodong Middle School in Hunan Province as the experimental object and carries out teaching experiments on the two classes. Among them, the experimental class adopts the writing teaching method guided by multiple intelligences, and the control class still uses the traditional teaching method. Through the comprehensive use of questionnaire, classroom observation, testing and interview and other research tools to collect data, and use independent sample T test, paired sample T test, multiple linear regression to analyze the data. This empirical study finds that because of the use of multiple intelligences in the teaching of English writing, the students in the experimental class have a significant improvement in writing interest, writing motivation, writing attitude and writing confidence; However, the students in the control class who still use the traditional teaching methods have no significant improvement in the above four aspects. 2) because of the application of multiple intelligences in the teaching of English writing, the students in the experimental class have significantly improved their writing scores. However, there was no significant improvement in the writing scores of the students in the control class who still used traditional teaching methods. The results show that it is feasible and effective to use multiple intelligences theory to guide English writing teaching. In view of the limitation of time and place, there are some shortcomings in the experiment duration and sample size. The experiment lasts for 12 weeks, and the sample size is 128. The representativeness and universality of the experiment need to be verified. In order to obtain more accurate conclusions, future studies can prolong the experimental time and increase the sample size.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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