多元智能理论在体育院校艺术体操教学中的应用研究

发布时间：2018-07-27 15:32

【摘要】：美国哈佛大学的心理发展学家以及教育学家霍华德·加德纳,他在1983年提出了多元智能理论,而自从该理论提出至今,均对世界各国的教育事业发展有着深远的影响,促进各个国家的教育体制改革与发展。多元智能理论自引入我国以来,受到很多专家学者的重视和研究,我国各教育领域纷纷进入研究并进行实践教学,对我国的教育工作发展提供了一定的理论支撑。艺术体操项目是一种包含音乐、舞蹈、动作等的体育运动项目,灵动性强,它主要是以发展学生的身体运动智能为主,但并不是单单一项智能发展的结果,而是多项智能协调发展的综合作用,也就是针对体育活动项目的智能群共同协调促进学生对艺术体操项目的掌握和发展。对学生的各项智能的综合能力要求是相对较高的。本论文研究的出发点就在于:在艺术体操教学过程中,结合并运用多元智能理论激发、挖掘学生的各项智能,最大程度的发挥提升学生的综合能力,提升课堂教学效果。本研究从教学实际出发,将多元智能理论应用到艺术体操教学,结合传统教学方法,针对学生每个智能的特点设计相应的教学形式,为激发学生的智能潜力,对于培养学生的综合能力和提升艺术体操课堂的教学效果,具有很深远的实用意义以及研究价值。本文的研究旨在通过问卷调查法、文献资料法、对比分析法、专家访谈以及实验法,对问卷等研究所得的数据进行统计分析,所得结果如下:1.在多元智能理论指导下的艺术体操教学模式,是由多元化指导思想、多元化教学方法、多元化教学内容以及多元化教学评价构成。2.本论文研究多元化艺术体操教学,主要是围绕言语-语言智能、数理-逻辑智能、音乐-韵律智能、身体-运动智能、视觉-空间智能、人际交往智能、自然观察智能和自我认识智能为中心,进行的一系列教学实验设计。3.多元智能理论指导下的艺术体操教学,两组学生的各项智能优势是存在显著性差异的,而在实验教学过程中,对学生进行各智能特点的针对性讲解,引起学生对智能优势的兴趣,从而有意提升并挖掘自身的智能潜力。4.在多元智能理论指导下艺术体操教学中,两组学生的各种能力均存在显著性差异,例如对艺术体操理论知识掌握以及动作技术的掌握能力,动作创编和创新能力,语言表达能力以及实践教学能力。实验教学过程中,对照组学生主要从教学方法和教学设计上去调动学生的每项智能优势,让学生学会以优势带动劣势,形成优势互补,明确自身问题,从而提升自己的学习能力和各项综合素质。
[Abstract]:Howard Gardner, a psychological development scientist and educator at Harvard University in the United States, put forward the theory of multiple intelligences in 1983. To promote the reform and development of the education system in various countries. Since the introduction of the theory of multiple intelligences into our country, many experts and scholars have attached importance to it, and various fields of education in our country have entered into research and practical teaching, which has provided a certain theoretical support for the development of education work in our country. Rhythmic gymnastics is a sport that includes music, dance, movement and so on. It is smart. It mainly develops students' physical sports intelligence, but it is not the result of a single intelligent development. It is the comprehensive function of the coordinated development of multiple intelligence, that is, the intelligence group for sports activities coordinates together to promote the students' mastery and development of rhythmic gymnastics. The comprehensive ability of students' intelligence is relatively high. The starting point of this paper is: in the process of rhythmic gymnastics teaching, combining and using multiple intelligence theory to stimulate, excavate students' intelligence, maximize the comprehensive ability of students, improve the classroom teaching effect. Based on the teaching practice, this study applies the theory of multiple intelligences to the teaching of rhythmic gymnastics, combining with the traditional teaching methods, designs the corresponding teaching forms according to the characteristics of each intelligence of the students, in order to stimulate the intelligence potential of the students. It has profound practical significance and research value for cultivating students' comprehensive ability and improving the teaching effect of rhythmic gymnastics classroom. The purpose of this study is to make a statistical analysis of the data obtained by questionnaire, literature, comparative analysis, expert interviews and experiments. The results are as follows: 1. The teaching mode of rhythmic gymnastics under the guidance of the theory of multiple intelligences is composed of diversified guiding ideology, diversified teaching methods, diversified teaching contents and diversified teaching evaluation. This paper focuses on the teaching of diversified rhythmic gymnastics, mainly focusing on speech language intelligence, mathematical logic intelligence, music-prosodic intelligence, body-movement intelligence, visual and spatial intelligence, interpersonal intelligence, etc. Nature observation intelligence and self-cognition intelligence as the center, a series of teaching experiment design. 3. In the teaching of rhythmic gymnastics under the guidance of multiple intelligences theory, there are significant differences in the intelligence advantages between the two groups of students. Arouse students' interest in intelligent advantages, thereby intentionally enhance and tap their intellectual potential. 4. 4. In the teaching of rhythmic gymnastics under the guidance of multiple intelligences theory, there are significant differences in various abilities between the two groups, such as the mastery of rhythmic gymnastics theory, the mastery of movement technology, the ability of creation and innovation of movement. Ability of language expression and practical teaching. In the course of experimental teaching, the students in the control group mainly use the teaching method and teaching design to mobilize each intelligence advantage of the students, so that the students can learn to drive the inferiority with their advantages, form the complementary advantages, and make clear their own problems. In order to improve their learning ability and comprehensive quality.
【学位授予单位】：吉林体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G834-4

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