中职生多元智能与英语阅读成绩相关性研究
发布时间：2021-03-10 04:10
英语阅读过程是各种智能积极参与语言学习活动的过程,受动机、学习风格、学习策略、多元智力等多种因素的影响。其中,多元智能是学习者个体差异中的一个重要变量,对英语阅读过程及成效起重要作用。无数学者和研究者都致力于研究多元智能,然而,很少学者聚焦于.中职学生多元智能与英语阅读成绩的相关性研究。为了丰富这一研究领域,本文采用问卷调查和访谈的方法,探究中职生多元智能的分布趋势以及多元智能与英语阅读成绩之间的相关性。主要研究问题如下:1)中职生多元智能分布趋势如何?（1）中职生多元智能分布的总体情况如何?（2）高、低分组学生之间在多元智能上是否存在差异?如果有,差异主要表现在哪些方面?（3）男、女学生之间在多元智能上是否存在差异?如果有,差异主要表现在哪些方面?2)中职生多元智能与英语阅读成绩之间的相关性如何?（1）中职生多元智能与英语阅读成绩之间的总体相关性如何?（2）九种智能分别与英语阅读成绩之间的相关性如何?本研究采用定量和定性两种研究方法。定量研究主要包括一份Walter McKenzie的多元智能调查问卷,问卷的总体信度为.936。问卷于2018年3月20日分发给江苏省泰兴中等专业学校高...
【文章来源】：扬州大学江苏省
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Overview of the study
1.2 Need for the study
1.3 Significance of the study
1.4 Structure of the thesis
Chapter Two Literature Review
2.1 Key terms and basic concepts
2.1.1 Definition of Multiple Intelligences
2.1.2 Classification of Multiple Intelligences
2.1.3 English Reading
2.1.3.1 An overview of English Reading
2.1.3.2 English Reading instruction and Multiple Intelligences
2.2 Theoretical foundations
2.2.1 Gardner's Multiple Intelligences Theory
2.2.2 Sternberg's Successful Intelligence Theory
2.3 Previous studies abroad and at home
2.3.1 Previous studies about Multiple Intelligences abroad
2.3.2 Previous studies about Multiple Intelligences at home
Chapter Three Methodology
3.1 Research questions
3.2 Research designs
3.2.1 Quantitative research design
3.2.1.1 Subjects
3.2.1.2 Instruments
3.2.1.3 Data collection and analysis
3.2.2 Qualitative research design
3.2.2.1 Subjects
3.2.2.2 Instrument
3.2.2.3 Data collection and analysis
Chapter Four Results and Discussion
4.1 Distribution tendency of Vocational School students' Multiple Intelligences
4.1.1 The overall distribution
4.1.1.1 Results of the overall distribution
4.1.1.2 Discussion of the overall distribution
4.1.2 Differences between low achievers and high achievers in Multiple Intelligences
4.1.2.1 Results of the differences between low achievers and high achievers inMultiple Intelligences
4.1.2.2 Discussion of the differences between low achievers and high achievers inMultiple Intelligences
4.1.3 Differences between boy students and girl students in Multiple Intelligences
4.1.3.1 Result of differences between boy students and girl students
4.1.3.2 Discussion of differences between boy students and girl students
4.2 The correlation between Vocational School students' Multiple Intelligences and theirEnglish reading performance
4.2.1 The overall correlation
4.2.1.1 Results of the correlation between Total Intelligence and English readingperformance
4.2.1.2 Discussion of the conrelation between Total Intelligence and English readingperformance
4.2.2 The respective correlation between nine types of Multiple Intelligences andEnglish reading performance
4.2.2.1 Results of the respective correlation between nine types of MultipleIntelligences and English reading performance
4.2.2.2 Discussion of the respective correlation between nine types of MultipleIntelligences and English reading performance
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations of this study and suggestions for future study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
本文编号：3074030
【文章来源】：扬州大学江苏省
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Overview of the study
1.2 Need for the study
1.3 Significance of the study
1.4 Structure of the thesis
Chapter Two Literature Review
2.1 Key terms and basic concepts
2.1.1 Definition of Multiple Intelligences
2.1.2 Classification of Multiple Intelligences
2.1.3 English Reading
2.1.3.1 An overview of English Reading
2.1.3.2 English Reading instruction and Multiple Intelligences
2.2 Theoretical foundations
2.2.1 Gardner's Multiple Intelligences Theory
2.2.2 Sternberg's Successful Intelligence Theory
2.3 Previous studies abroad and at home
2.3.1 Previous studies about Multiple Intelligences abroad
2.3.2 Previous studies about Multiple Intelligences at home
Chapter Three Methodology
3.1 Research questions
3.2 Research designs
3.2.1 Quantitative research design
3.2.1.1 Subjects
3.2.1.2 Instruments
3.2.1.3 Data collection and analysis
3.2.2 Qualitative research design
3.2.2.1 Subjects
3.2.2.2 Instrument
3.2.2.3 Data collection and analysis
Chapter Four Results and Discussion
4.1 Distribution tendency of Vocational School students' Multiple Intelligences
4.1.1 The overall distribution
4.1.1.1 Results of the overall distribution
4.1.1.2 Discussion of the overall distribution
4.1.2 Differences between low achievers and high achievers in Multiple Intelligences
4.1.2.1 Results of the differences between low achievers and high achievers inMultiple Intelligences
4.1.2.2 Discussion of the differences between low achievers and high achievers inMultiple Intelligences
4.1.3 Differences between boy students and girl students in Multiple Intelligences
4.1.3.1 Result of differences between boy students and girl students
4.1.3.2 Discussion of differences between boy students and girl students
4.2 The correlation between Vocational School students' Multiple Intelligences and theirEnglish reading performance
4.2.1 The overall correlation
4.2.1.1 Results of the correlation between Total Intelligence and English readingperformance
4.2.1.2 Discussion of the conrelation between Total Intelligence and English readingperformance
4.2.2 The respective correlation between nine types of Multiple Intelligences andEnglish reading performance
4.2.2.1 Results of the respective correlation between nine types of MultipleIntelligences and English reading performance
4.2.2.2 Discussion of the respective correlation between nine types of MultipleIntelligences and English reading performance
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations of this study and suggestions for future study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
本文编号：3074030
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