多元智能理论指导下的初中英语课堂教学活动研究
发布时间：2018-12-19 08:59
【摘要】：近几年来,随着我国素质教育的推广,我国对广大学生全方面素质的要求越来越高。社会更关注的是学生面对问题以及解决问题的能力。多元智能教学理论倡导的是发掘潜在的多项智能,这正好符合当前素质教育理念。多元智能理论开辟了素质教育新的理论平台,同时也为国民带来了更多的思考。越来越多的教师开始将多元智能理论应用到教学实践当中,有些条件优越的学校还对这一理论进行了课题研究,让多元智能理论更好地服务教学。本文通过真实的教学活动和生动的实践过程,来探寻多元智能理论在初中英语课堂教学中的应用,具体为通过问卷调查、实证研究来探索多元智能理论指导的课堂教学活动与学生兴趣、成绩及发展的关系,为初中英语课堂教学提供一些参考。文章大体分成三大板块:绪论、理论主体、实践主体。绪论诠释了课题研究的意义。理论部分阐释了课题研究现状、理论支撑及其遵循的原则。实践部分介绍研究设计,呈现实验结果并分析,得出以下结论:多元智能理论指导的初中英语课堂教学活动有利于提高学生英语学习成绩,有利于提高学生英语学习兴趣,实现良好的情感目标,有利于开发学生潜在的弱势智能。多元智能理论为初中英语课堂教学开辟了新的视角。本文从课堂实践出发,理论联系实际,做了针对性的研究。该研究对培养学生的优势智能,补救其弱势智能,对全面开发学生的潜质有一定的指导作用。
[Abstract]:In recent years, with the promotion of quality education in our country, the demand for all-sided quality of students in our country is getting higher and higher. Society pays more attention to students' ability to face and solve problems. The theory of multiple intelligences teaching advocates the exploration of potential multiple intelligences, which coincides with the current concept of quality education. The theory of multiple intelligences has opened up a new theoretical platform for quality education, and at the same time has brought more thought to the people. More and more teachers begin to apply the theory of multiple intelligences to the teaching practice. Some schools with superior conditions have also carried out research on this theory, so that the theory of multiple intelligences can better serve the teaching. This paper explores the application of multiple intelligences theory in junior middle school English classroom teaching through real teaching activities and vivid practical processes. The empirical study explores the relationship between classroom teaching activities guided by multiple intelligences and students' interest, achievement and development, and provides some references for junior high school English classroom teaching. The article is divided into three parts: introduction, theory and practice. The introduction explains the significance of the research. The theoretical part explains the status quo of the research, the theoretical support and the principles to be followed. The practical part introduces the research design, presents the experimental results and analyzes the results, and draws the following conclusions: the English classroom teaching activities guided by the theory of multiple intelligences are conducive to improving students' English learning achievement and students' interest in English learning. The realization of good emotional goals is conducive to the development of students' potential weak intelligence. The theory of multiple intelligences opens up a new perspective for English classroom teaching in junior high school. This article from the classroom practice, the theory unifies the practice, has done the pertinence research. This research can help to cultivate students' superior intelligence, remedy their weak intelligence, and develop students' potentials in an all-round way.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
[Abstract]:In recent years, with the promotion of quality education in our country, the demand for all-sided quality of students in our country is getting higher and higher. Society pays more attention to students' ability to face and solve problems. The theory of multiple intelligences teaching advocates the exploration of potential multiple intelligences, which coincides with the current concept of quality education. The theory of multiple intelligences has opened up a new theoretical platform for quality education, and at the same time has brought more thought to the people. More and more teachers begin to apply the theory of multiple intelligences to the teaching practice. Some schools with superior conditions have also carried out research on this theory, so that the theory of multiple intelligences can better serve the teaching. This paper explores the application of multiple intelligences theory in junior middle school English classroom teaching through real teaching activities and vivid practical processes. The empirical study explores the relationship between classroom teaching activities guided by multiple intelligences and students' interest, achievement and development, and provides some references for junior high school English classroom teaching. The article is divided into three parts: introduction, theory and practice. The introduction explains the significance of the research. The theoretical part explains the status quo of the research, the theoretical support and the principles to be followed. The practical part introduces the research design, presents the experimental results and analyzes the results, and draws the following conclusions: the English classroom teaching activities guided by the theory of multiple intelligences are conducive to improving students' English learning achievement and students' interest in English learning. The realization of good emotional goals is conducive to the development of students' potential weak intelligence. The theory of multiple intelligences opens up a new perspective for English classroom teaching in junior high school. This article from the classroom practice, the theory unifies the practice, has done the pertinence research. This research can help to cultivate students' superior intelligence, remedy their weak intelligence, and develop students' potentials in an all-round way.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【共引文献】
相关期刊论文 前10条
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