多元智力理论在幼儿美术领域教学中的应用

发布时间：2018-05-31 17:04

本文选题：幼儿 + 多元智力　；参考：《山西大学》2010年硕士论文

【摘要】： 目前,多元智力理论的研究已经开始贯穿从宏观教育到微观教学、从教学实施到课程评价的各个层面,所做的理论探讨相对较为系统,但还没有多少实证研究来证实应用多元智力理论的教学对学生的智力发展或者知识的掌握更有促进作用,而且这些研究只是针对幼儿总体的能力,缺乏对具体各种能力的单独研究。美术领域教学的相关研究也在具体的教学策略、评价指标等方面受到多元智力理论的影响,但是在评价指标方面所得结果并不充足,需要建立一个更全面的评价体系。基于以上原因,本研究编制了小中大三个年段的《美术优势组幼儿表现教师评定问卷》,用以专门测量幼儿的美术相关智力即视觉空间智力的发展水平,同时也可以作为幼儿美术领域优势分组教学的评价指标体系。研究还用一个前测-处理-后测的教育实验,对视觉空间智力优势的孩子进行以多元智力理论中“优更优”理念为基础的美术领域优势分组教学,以期从量化的角度证实多元智力理论指导下的美术领域优势分组教学能促进幼儿美术相关智力的发展,使幼儿的优势智力更优势。本次研究共得到如下三个结论： (1)经过对小中大三个年龄段《美术优势组幼儿表现教师评定问卷》的编制,发现3-6岁幼儿的视觉-空间智力主要包含美术感知、使用简单视觉要素创作、用多种方式简单创作和综合创造表现这四个方面的内容。但具体到每一个年龄段,其维度又有所不同。 (2)通过使用自编的《美术优势组幼儿表现教师评定问卷》对幼儿的视觉空间智力进行调查,发现中班和大班年龄段孩子的美术优势智力呈现了显著的性别差异,而在小班年龄段上并不存在这样的差异。 (3)通过多元智力理论在幼儿美术领域教学中的实验研究,发现小中大三个年龄段实验组的幼儿在早期与对照组同质的基础上接受了一个学期、为时四个月的优势分组教学课程之后,在美术相关智力上取得了明显的进步、超过了接受常规教学的对照组幼儿。
[Abstract]:At present, the research on the theory of multiple intelligence has begun to run through the macro education to the micro teaching, from the teaching implementation to the curriculum evaluation, and the theoretical discussion is relatively systematic. However, there are not many empirical studies to prove that the application of multiple intelligence theory in teaching can promote students' intelligence development or knowledge acquisition, and these studies only focus on children's overall ability. Lack of a separate study of specific capabilities. The related research in the field of art teaching is also influenced by the theory of multiple intelligence in the specific teaching strategy and evaluation index, but the results in the evaluation index are not sufficient, so it is necessary to establish a more comprehensive evaluation system. Based on the above reasons, this study compiled the "teacher Evaluation questionnaire of Art superiority Group" for three years, which was used to measure the development level of children's art related intelligence, that is, visual spatial intelligence. At the same time, it can also be used as the evaluation index system of the predominance group teaching in the field of infant art. The study also uses a pre-test, process-post-test educational experiment to teach children with visual space intelligence superiority in the field of fine arts, which is based on the idea of "superior and better" in the theory of multiple intelligences. From the angle of quantification, it can be proved that the multi-intelligence theory can promote the development of children's art related intelligence and make the children's superior intelligence more advantageous. There are three conclusions in this study: 1) through the compilation of the teacher's Evaluation questionnaire on the performance of Children in the Art superiority Group, it was found that the visual and spatial intelligence of children aged 3 to 6 mainly included fine arts perception and the creation of simple visual elements. Use a variety of ways to create simple and comprehensive creative performance of these four aspects of the content. But specific to each age, its dimension is different again. (2) by using the self-designed "Teachers' Evaluation questionnaire for the performance of Children in the Art superiority Group", we investigated the visual spatial intelligence of the children, and found that there was a significant gender difference in the children's fine arts superiority intelligence between the middle class and the large class age group. But in the small class age group does not have such difference. (3) through the experimental study of the theory of multiple intelligence in the field of infant art teaching, it was found that the young children in the experimental group of three age groups of small, middle and high school received a semester on the basis of the same quality as the control group in the early stage. After the four-month advantage group teaching course, it made remarkable progress in the art related intelligence, surpassing the children in the control group who received routine teaching.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.6

【相似文献】