基于多元智能理论的大学物理差异教学设计研究

发布时间：2018-05-10 22:22

本文选题：多元智能理论 + 大学物理　；参考：《喀什师范学院》2012年硕士论文

【摘要】：论文首先简要阐释了加德纳的“多元智能理论”、布卢姆的“掌握学习”理论。多元智能理论为寻找教学策略提供了导向，在教学策略上，布卢姆提倡因材施教，两种理论在一定程度上为差异教学提供了理论支撑。同时，论文对有关教学设计的理论进行了简要概括。论文实践研究分为三个方面：第一：确定物理差异教学中多元智能的教学目标。比如，人际交往智能的教学目标为：通过课堂上和课后学生小组合作练习，锻炼学生表达自己的观点和感受，培养学生与他人交流的能力，增强学生团结协作的能力。第二：依据多元智能理论为寻找教学策略提供导向，，将智能目标化为各项智能的活动，笔者整理出多元智能理论教学策略与材料一览表，提出了与教学策略可行性相切合的布置有差异性作业的想法。笔者设计编制了名为“非物理专业学生大学物理学习状况调查”的调查表，对非物理专业理科部分班级进行了调查。论文中在处理调查数据时采用了初步的描述统计和进一步的推论统计，为了确切了解学生学习状况，笔者又对非物理专业理科部分班级的部分学生进行了访谈，访谈结果与问卷调查结果不尽一致。同时，笔者对教授大学物理课程及其实验的部分教师进行了访谈，旨在了解学生学习状况是否与教师教学有关。第三：论文提出了基于多元智能理论的大学物理差异教学设计方案，并根据这一方案精心设计了3个教学片段，重点分别在于如何对不同学生的不同智能的培养、如何对教学内容的实质进行科学研究、如何在物理解题中做到培养学生的多元智能。笔者设计的3个教学片段从不同的角度提高了学习效果，案例一中布置有差异性的作业满足了学生学习上的需要；案例二培养学生学会用物理知识解释物理规律；案例三中学生的学习技能得到训练。每个案例都培养了学生的不同智能，八种智能中的数理逻辑智能和视觉空间智能在3个案例中均得到培养。
[Abstract]:Firstly, the thesis briefly explains Gardner's multiple intelligences theory and Bloom's mastering learning theory. The theory of multiple intelligences provides guidance for finding teaching strategies. In teaching strategies, Bloom advocates teaching according to his aptitude. To some extent, the two theories provide theoretical support for differential teaching. At the same time, the thesis briefly summarizes the theory of teaching design. The paper's practical research is divided into three aspects: First: to determine the teaching objectives of multiple intelligences in physical difference teaching. For example, the teaching goal of interpersonal intelligence is to train students to express their views and feelings, train their ability to communicate with others, and strengthen their ability of unity and cooperation through cooperative practice in class and after class. Second: according to the theory of multiple intelligences to provide guidance for the search for teaching strategies, the intelligent goals into various intelligent activities, the author sorted out the multiple intelligence theory teaching strategies and materials list, This paper puts forward the idea that there are different assignments in accordance with the feasibility of teaching strategies. The author designed and compiled a questionnaire called "Survey of College Physics Learning of Non-Physics majors", and investigated some classes of non-physics major in science. In order to understand the learning situation of the students, the author also interviewed some students in some classes of non-physics major in science, and used the preliminary description statistics and further inference statistics to deal with the investigation data, in order to understand the learning situation of the students, the author also conducted interviews with some of the students in the non-physics major science classes. The results of the interview are not consistent with the results of the questionnaire. At the same time, the author interviews some teachers who teach college physics courses and their experiments in order to find out whether the students' learning status is related to teachers' teaching. Third, the paper puts forward the design scheme of college physics difference teaching based on the theory of multiple intelligences, and designs three teaching fragments according to this scheme, which focus on how to cultivate different intelligence of different students. How to carry on the scientific research to the essence of the teaching content and how to train the students' multiple intelligences in the physics problem solving. The three teaching fragments designed by the author have improved the learning effect from different angles. The assignment of different assignments in case one satisfies the needs of the students in learning, case two trains the students to explain the laws of physics with physical knowledge. Case 3: middle school students' learning skills are trained. In each case, students' different intelligence is cultivated, and the mathematical logic intelligence and visual spatial intelligence of the eight kinds of intelligence are all cultivated in three cases.
【学位授予单位】：喀什师范学院
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：O4-4;G642

【参考文献】