基于多元智能理论的农村小学英语教学行动研究

发布时间：2018-02-27 09:28

  本文关键词： 多元智能理论 英语教学 农村小学 行动研究　出处：《鲁东大学》2017年硕士论文　论文类型：学位论文

【摘要】：《英语课程标准》(2011)中指出:基础教育阶段英语教学的主要目标是激发培养学生语言学习兴趣,尊重个体差异,养成良好学习习惯和学生自主学习和合作的精神。由此可见,小学英语教学中,如何激发培养学生对英语学习的兴趣并且尊重他们的个体差异,对提高小学生英语水平具有很重要的意义。而针对农村小学英语教与学而言,依然存在诸多问题:教师教学观念陈旧,硬件设施不健全,相对于城市的教学效率低等问题,导致学生英语学习兴趣不浓厚,综合智能得不到全面的发展。鉴于上述所存在的问题,本研究以多元智能理论为指导,结合实验对象的智能特点,旨在探讨基于多元智能理论的教学活动能否提高农村小学生的英语学习兴趣。考虑到农村小学资源短缺的现状,整个过程运用了行动研究的方法。研究问题如下:1.多元智能理论怎样应用到农村小学英语课堂实践。2.基于多元智能理论的教学实践是否能够提高农村学生英语学习兴趣。本文以招远市某农村小学的20名四年级学生为研究对象,进行了一个学期的教学实验。运用问卷调查、教学日志和访谈等研究工具收集实验数据并对实验前后的数据进行了比较分析。实验过程分为三个阶段:第一阶段,介绍参与者并阐述农村小学英语教学中存在的主要问题,界定并分析行动研究首要解决的问题。第二阶段,初步调查参与者的基本学习情况和智能分布情况,设计能激发学生兴趣的多元化教学活动和十六周的行动实施计划。第三阶段,实施基于多元智能理论的教学活动行动计划。实施过程中,笔者以教学日志的形式对于十六周的行动研究做了详细描述,其中穿插访谈了解实验效果。第十六周,问卷收集实验结果。与实验前问卷比较,显示了完全不同的数据和结果。经一学期的实验结果表明:基于MI理论的农村小学英语教学活动的实验,不仅提高了学生英语学习兴趣,还提高了农村小学生英语的学习成绩。
[Abstract]:English Curriculum Standard (2011) points out that the main goal of English teaching in basic education is to stimulate students' interest in language learning, respect individual differences, develop good learning habits and students' spirit of autonomous learning and cooperation. In primary English teaching, how to arouse students' interest in English learning and respect their individual differences is of great significance to improve the English proficiency of primary school students. There are still many problems: the teachers' teaching concept is old, the hardware facilities are not perfect, and the teaching efficiency is low compared with the city, which leads to the students' interest in English learning is not strong. In view of the above problems, this study is guided by the theory of multiple intelligences and combines the intelligent characteristics of experimental objects. The purpose of this study is to explore whether the teaching activities based on multiple intelligences can increase the interest of primary school students in English learning in rural areas. The whole process uses the method of action research. The research questions are as follows: 1. How to apply the theory of multiple intelligences to the English classroom practice in rural primary schools. 2. Whether the teaching practice based on the theory of multiple intelligences can improve the English learning of rural students. Xi's interest. This paper takes 20 grade four students in a rural primary school in Zhaoyuan as the research object. The experiment was carried out for a semester. The experimental data were collected by questionnaire, teaching log and interview, and the data before and after the experiment were compared and analyzed. The experiment process was divided into three stages: the first stage, This paper introduces the participants and expounds the main problems in English teaching in rural primary schools, and defines and analyzes the most important problems to be solved in action research. In the second stage, the basic learning situation and intelligence distribution of the participants are preliminarily investigated. The third stage is to implement the action plan of teaching activities based on the theory of multiple intelligences. In the form of teaching log, the author describes the action research of 16 weeks in detail, in which interspersed interviews to find out the effect of the experiment. 16th weeks, the questionnaire collected the experimental results, and compared with the pre-experiment questionnaire, The results of the one-semester experiment show that the experiment of English teaching activities in rural primary schools based on MI theory not only improves the students' interest in English learning, but also improves the English learning achievement of rural primary school students.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31
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本文编号：1542096