基于多元智力理论的幼儿个性化教学研究
发布时间：2019-06-19 21:22
【摘要】： 传统的智力理论认为,智力是以语言能力和数学逻辑能力为核心的一种整合能力,通过智力测验就可以测出人的智力高低。在这种智力观的影响下,学校教育的重点是培养学生的语言能力和数学逻辑能力,教育的作用就在于尽量使儿童获得这种能力的高分,教育的模式是统一的课程,统一的进度,僵化的考试和评价,剥夺了学生的主体性和创造性,严重束缚了学生的个性发展。这违背了教育促进人的全面和谐发展的本质,违背了信息时代对创新人才的迫切要求。 二十几年来,不少心理学家在批评传统智力理论的基础上,提出了人具有多种智力的观点,即人具有多种智力而且人的多种智力都与具体的认知领域紧密相关而独立存在的观点,其中美国哈佛大学著名心理学家、教育学家霍华德·加德纳认为人的智力是由语言智力、数学逻辑智力、视觉空间智力、身体运动智力、音乐智力、人际关系智力、自我认识智力和自然观察智力组成的。他认为,每个学生在不同程度上拥有上述八种智力,智力之间的不同组合表现出了个体的智力差异。教育的起点不在于儿童原先有多么聪明,而在于怎样使儿童变得聪明,在哪些方面变得聪明。 依据加德纳的智力理论,每一个儿童都是独一无二的。学校教育如果考虑学生的个体差异,如果以最大程度的个别化方式来进行教育教学,那么,教育就会产生最大的功效。对于依据多元智力理论进行个性化教学,加德纳认为没有统一的模式和标准可循。我们只能根据多元智力理论本身及其幼儿教育实践来大致描述幼儿多元智力发展方案的轮廓。本研究主要从课堂教学策略、课程设置、学习风格、项目学习、智力的真实评定等方面阐述了与多元智力整合的可能性和方法,从而实施幼儿的个性化教学研究。 论文共分三大部分:首先,在引言部分阐述了问题的提出、文献综述和研究的目的、意义与方法;第一部分,阐述了多元智力理论的基本观点及其贡献与局限;第二部分,阐述了立足于多元智力理论进行个性化教学的缘由;第三部分,阐述了基于多元智力理论的幼儿个性化教学策略;最后,结束语,指出了本研究的不足和今后研究的方向。
[Abstract]:According to the traditional intelligence theory, intelligence is a kind of integration ability with language ability and mathematical logic ability as the core, and human intelligence can be measured by intelligence test. Under the influence of this view of intelligence, the focus of school education is to cultivate students' language ability and mathematical logic ability. The function of education is to make children get a high score of this ability as far as possible. The mode of education is unified curriculum, unified progress, rigid examination and evaluation, depriving students of subjectivity and creativity, and seriously restricting the development of students' personality. This violates the essence of education promoting the all-round and harmonious development of human beings and the urgent requirement of innovative talents in the information age. Over the past 20 years or so, on the basis of criticizing the traditional intelligence theory, many psychologists have put forward the viewpoint that human beings have many kinds of intelligence, that is, human beings have many kinds of intelligence and their various intelligences are closely related to specific cognitive fields, among which Howard Gardner, a famous psychologist and educator at Harvard University in the United States, believes that human intelligence is based on linguistic intelligence, mathematical logical intelligence and visual spatial intelligence. Physical motor intelligence, musical intelligence, interpersonal intelligence, self-cognitive intelligence and natural observation intelligence. He believes that each student has the above eight kinds of intelligence to varying degrees, and the different combinations of intelligence show individual intelligence differences. The starting point of education is not how smart children used to be, but how to make them smart and in what ways. According to Gardner's theory of intelligence, every child is unique. If the individual differences of students are taken into account in school education, and if the education is carried out in the way of maximum individualization, then education will have the greatest effect. Gardner believes that there is no unified model and standard for individualized teaching according to the theory of multiple intelligences. We can only describe the outline of the development scheme of multiple intelligences according to the theory of multiple intelligences and its practice in early childhood education. This study mainly expounds the possibility and method of integrating with multiple intelligences from the aspects of classroom teaching strategy, curriculum design, learning style, project learning, real evaluation of intelligence and so on, so as to carry out the individualized teaching research of young children. The paper is divided into three parts: first, in the introduction part, it expounds the problem, the purpose, significance and method of literature review and research; the first part, expounds the basic viewpoints, contributions and limitations of the theory of multiple intelligences; the second part, expounds the reasons for individualized teaching based on the theory of multiple intelligences; the third part, expounds the individualized teaching strategy of children based on the theory of multiple intelligences. Finally, the conclusion points out the shortcomings of this study and the direction of future research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G612
本文编号：2502654
[Abstract]:According to the traditional intelligence theory, intelligence is a kind of integration ability with language ability and mathematical logic ability as the core, and human intelligence can be measured by intelligence test. Under the influence of this view of intelligence, the focus of school education is to cultivate students' language ability and mathematical logic ability. The function of education is to make children get a high score of this ability as far as possible. The mode of education is unified curriculum, unified progress, rigid examination and evaluation, depriving students of subjectivity and creativity, and seriously restricting the development of students' personality. This violates the essence of education promoting the all-round and harmonious development of human beings and the urgent requirement of innovative talents in the information age. Over the past 20 years or so, on the basis of criticizing the traditional intelligence theory, many psychologists have put forward the viewpoint that human beings have many kinds of intelligence, that is, human beings have many kinds of intelligence and their various intelligences are closely related to specific cognitive fields, among which Howard Gardner, a famous psychologist and educator at Harvard University in the United States, believes that human intelligence is based on linguistic intelligence, mathematical logical intelligence and visual spatial intelligence. Physical motor intelligence, musical intelligence, interpersonal intelligence, self-cognitive intelligence and natural observation intelligence. He believes that each student has the above eight kinds of intelligence to varying degrees, and the different combinations of intelligence show individual intelligence differences. The starting point of education is not how smart children used to be, but how to make them smart and in what ways. According to Gardner's theory of intelligence, every child is unique. If the individual differences of students are taken into account in school education, and if the education is carried out in the way of maximum individualization, then education will have the greatest effect. Gardner believes that there is no unified model and standard for individualized teaching according to the theory of multiple intelligences. We can only describe the outline of the development scheme of multiple intelligences according to the theory of multiple intelligences and its practice in early childhood education. This study mainly expounds the possibility and method of integrating with multiple intelligences from the aspects of classroom teaching strategy, curriculum design, learning style, project learning, real evaluation of intelligence and so on, so as to carry out the individualized teaching research of young children. The paper is divided into three parts: first, in the introduction part, it expounds the problem, the purpose, significance and method of literature review and research; the first part, expounds the basic viewpoints, contributions and limitations of the theory of multiple intelligences; the second part, expounds the reasons for individualized teaching based on the theory of multiple intelligences; the third part, expounds the individualized teaching strategy of children based on the theory of multiple intelligences. Finally, the conclusion points out the shortcomings of this study and the direction of future research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G612
【引证文献】
相关硕士学位论文 前4条
1 方娜;多元智力理论在幼儿音乐领域教学中的应用研究[D];山西大学;2011年
2 张争争;多元智能理论在幼儿社会领域中的应用研究[D];山西大学;2010年
3 冯敏星;多元智力理论在幼儿美术领域教学中的应用[D];山西大学;2010年
4 张晓溪;幼儿读物整体设计的研究[D];北方工业大学;2012年
，本文编号：2502654
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