多元智能视野下高中历史课堂教学策略研究

发布时间：2018-07-10 08:00

本文选题：多元智能理论 + 教学策略　；参考：《扬州大学》2015年硕士论文

【摘要】：随着素质教育在中国教育改革的重要性增强,促进学生个性和谐发展的主张在各地得到实践和探索。与此同时,美国心理学家霍华德·加德纳提出的多元智能理论承认人的智能的差异性和多样性,认为学生的智能应是多元的,其理念与我国教育改革观点产生了强共鸣。多元智能理论的建议为高中历史课堂教学策略的拣选提供了理论依据,为高中历史教师进行课堂教学设计带来了两个方向：“为多元智能而教”、“通过多元智能来教”。通过选择、优化课堂教学策略,使得历史课堂更具丰富性、生动性和趣味性,从而达到促进学生的全面发展的目的。本文主要采用文献研究法、观察法和实验法,在多元智能理论的指导下,对高中历史课堂教学策略进行研究。通过优化课堂教学策略,更好地服务于历史课堂教学,从而达到培养学生多元智能的目的。加德纳提倡的多元智能理论认为个体身上具有相对独立存在的、与特定的认知领域或知识范畴相联系的八种智能,每种智能同等重要。多元智能理论有助于更新教学观、学生观和教育评价观,有助于帮助学生将优势智能领域的特点迁移到劣势智能领域,有助于培养学生的创造力。教学策略是教师在考虑学生学习需要的基础上,遵循一定的教学活动的特点和规律,以实现教学目标和完成教学任务为目的,在特定的情境中采取相应教学活动方式的一种操作行为。没有任何单一的教学策略能够适用于所有教学,根据教学策略的类型和特征,以常用的教学策略和基于教学模式的教学策略两个维度来介绍常用的历史课堂教学策略。针对高中历史课堂教学策略的多元智能理论运用现状进行调查,调查结果所产生的问题总结为学生、历史教师、环境因素三个角度和言语、逻辑、交流、反思四个方面。在对问题进行深度分析的基础上,从多元智能理论的教学理念出发,结合历史学科的教学特点,选择利用语言智能、逻辑——数学智能、人际关系智能和内省智能的特性来优化课堂教学策略,从而达到培养学生相关智能的目的。
[Abstract]:With the enhancement of the importance of quality education in China's educational reform, the idea of promoting the harmonious development of students' personality has been put into practice and explored all over the world. At the same time, the theory of multiple intelligences put forward by Howard Gardner, an American psychologist, acknowledges the difference and diversity of human intelligence, and holds that students' intelligence should be pluralistic, which resonates strongly with the viewpoint of education reform in China. The suggestion of the theory of multiple intelligences provides a theoretical basis for the selection of classroom teaching strategies for senior high school history teachers, and brings two directions to the design of classroom teaching for high school history teachers: "teach for multiple intelligences" and "teach through multiple intelligences". By choosing and optimizing the classroom teaching strategies, the history classroom can be more rich, lively and interesting, so as to achieve the goal of promoting the students' all-round development. Under the guidance of the theory of multiple intelligences, this paper mainly adopts literature research, observation and experiment to study the strategy of history classroom teaching in senior high school. By optimizing classroom teaching strategies, we can better serve history classroom teaching, and thus achieve the goal of cultivating students' multiple intelligences. The theory of multiple intelligences advocated by Gardner holds that individuals have eight kinds of intelligence which are relatively independent and are related to specific cognitive domains or knowledge categories, and each intelligence is equally important. The theory of multiple intelligences is helpful to renew teaching view, student view and educational evaluation view, to help students transfer the characteristics of superior intelligence field to inferior intelligence field, and to cultivate students' creativity. The teaching strategy is that teachers follow the characteristics and rules of certain teaching activities on the basis of considering the students' learning needs, in order to achieve the teaching goals and accomplish the teaching tasks. An operational behavior that adopts a corresponding teaching activity in a particular situation. No single teaching strategy can be applied to all teaching. According to the types and characteristics of teaching strategies, this paper introduces the commonly used history classroom teaching strategies in two dimensions: common teaching strategies and teaching strategies based on teaching models. This paper investigates the application of the theory of multiple intelligences in history classroom teaching strategy in senior high school. The problems arising from the investigation result are summarized from three angles: student, history teacher, environment factor and four aspects: language, logic, communication and reflection. On the basis of deep analysis of the problem, from the teaching idea of the theory of multiple intelligences and combining the teaching characteristics of the history subject, the author chooses to use language intelligence, logic and mathematics intelligence, The characteristics of interpersonal intelligence and introspection intelligence are used to optimize classroom teaching strategies so as to cultivate students' related intelligence.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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