多元智能理论视域下的初中英语阅读课教学设计

发布时间：2018-01-26 09:03

本文关键词： 多元智能理论初中英语阅读课教学设计　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：Howard Gardner教授在《智能的结构》一书中提出的多元智能理论在教育界产生了深远的影响。该理论关注学生个体智能的差异,提倡促进学生的全面发展,这不仅符合教育部颁布的《义务教育英语课程标准》(2011)中“面向全体学生,关注语言学习者的不同特点和个体差异性”以及“全面提高学生的综合素质”的要求,而且对促进素质教育的发展具有重要意义。因此,本研究聚焦于如何将多元智能理论运用于初中英语阅读课教学设计中,旨在为初中英语教师提高阅读课课堂效果提供些许参考。首先,笔者采用问卷调查法了解学生的智能状况。通过分析调查结果,笔者发现实验班学生和对照班学生的智能总体水平并无显著差异。其中,在八项智能中实验班学生和对照班学生最发达的智能都是自知-自省智能;两个班最不发达的智能都是言语-语言智能;而对于其他处于中等发达水平的智能,两个班的学生有各自不同的优势智能和劣势智能。在了解学生智能特点的基础上,笔者将实验班的学生分成每个组都含有各自优势智能的若干人,这样可以利用组员间的互助来改善学生的劣势智能。其次,本研究利用Howard Gardner提出的多元智能理论设计初中英语阅读课教学设计的模型结构,并介绍运用这种模型结构的思路。同时,以仁爱版英语九年级教材中四篇不同体裁的阅读文章为例设计四堂阅读课,在设计的过程中结合实验班学生的智能特点具体展示如何在阅读课的教学设计中运用多元智能理论,并在结果与讨论部分总结了在初中英语阅读课的教学设计中运用多元智能理论的建议。最后,笔者根据多元智能理论所设计的内容为实验班的学生授课,同时对照班的学生仍然按照读前、读中、读后三个阶段的常规模式进行授课。在每堂课结束后笔者使用相应测试卷检测本堂课的课堂效果,检测结果显示实验班学生的后测成绩高于对照班的学生,且具有显著性差异。除此之外,在授课过程中笔者还发现实验班学生参与课堂活动的热情非常高,基本上每个学生都能积极地参与其中。这说明将多元智能理论应用于初中英语阅读教学中满足了具备不同智能特点的学生的需求,和谐轻松的课堂气氛也表明这种模式有助于改善课堂师生互动效果。因此,从某种程度上讲,多元智能理论用来指导初中英语阅读课教学设计有利于提高阅读课的课堂效果。
[Abstract]:The theory of multiple intelligences, put forward by Professor Howard Gardner in "the structure of Intelligence", has had a profound influence in the field of education. The theory focuses on the difference of individual intelligence of students. Promote the all-round development of students, which is not only in line with the "compulsory Education English Curriculum Standards" issued by the Ministry of Education, 2011) "for all students." It is of great significance to pay attention to the different characteristics and individual differences of language learners and the requirement of "improving students' comprehensive quality in an all-round way", which is of great significance to promote the development of quality education. This study focuses on how to apply the theory of multiple intelligences to the teaching design of junior high school English reading class, in order to provide some references for junior high school English teachers to improve the classroom effect of reading class. Through the analysis of the results of the investigation, the author found that there is no significant difference in the overall level of intelligence between the students in the experimental class and the students in the control class. Among the eight intelligences, the most developed intelligence in the experimental class and the control class is self-knowledge and introspection; The least developed intelligence in both classes is language-language intelligence; For the other middle developed level of intelligence, the two classes of students have their own strengths and weaknesses of intelligence. On the basis of understanding the characteristics of students' intelligence. The author divides the students of the experimental class into several people who have their own advantages and intelligence in each group, which can improve the inferior intelligence of the students by using the mutual help among the members. Secondly. This study uses the theory of multiple intelligences proposed by Howard Gardner to design the model structure of English reading teaching design in junior high school, and introduces the idea of using this model structure. Taking four reading articles of different genres in Benevolent version of English ninth grade textbook as an example, four reading classes are designed. In the process of design combined with the intelligence characteristics of the experimental class students show how to use the theory of multiple intelligences in the teaching design of reading class. In the part of result and discussion, the author summarizes the suggestion of using multiple intelligences theory in the teaching design of English reading course in junior high school. Finally, the author gives lessons to the students in the experimental class according to the content designed by the theory of multiple intelligences. At the same time, the students in the control class are still in accordance with the normal mode of pre-reading, reading, and after reading. After each class, the author uses the corresponding test paper to test the classroom effect of the class. The results show that the post-test results of the experimental class are higher than those of the control class, and there are significant differences. In addition, in the course of teaching, the author also found that the students in the experimental class have a very high enthusiasm to participate in classroom activities. It shows that the application of multiple intelligences theory to English reading teaching in junior high school meets the needs of students with different intelligence characteristics. The harmonious and relaxed classroom atmosphere also shows that this model helps to improve the effect of teacher-student interaction in the classroom. Therefore, to some extent, it is helpful to improve the effect of teacher-student interaction. The theory of multiple intelligences is used to guide the teaching design of reading class in junior high school.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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