多元智能理论在高中化学概念教学中的应用研究

发布时间：2018-03-02 14:17

  本文选题：多元智能　切入点：化学概念教学　出处：《湖南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：加德纳教授在1983年提出了多元智能理论,经过长期的发展与完善,该理论也给我国的教育带来了灵感与思考。本论文主要探讨如何将多元智能理论运用于高中化学概念教学中,笔者首先分析了化学概念和多元智能理论内涵,并调查了高中学生化学概念学习情况和多元智能状况。综合以上调查结论试探讨了化学概念教学模式和相关教学策略,对人教版高中化学必修一的部分化学概念进行案例设计,并进行教学实践研究。具体研究如下:(1)通过调查问卷从五个方面分析高中学生对化学概念的的学习情况,包括学习兴趣与态度、学习方法、对化学概念的认识情况、学习效果反馈情况和期望教师采用的教学方法。(2)通过多元智能调查问卷分析了现阶段高中学生的多元智能状况,并就重点高中和普通高中的学生以及男女生分别进行差异对比。(3)提出创设情境,提出问题;小组合作,探究学习;总结归纳,反思提升的教学模式和概念图策略、实验探究策略和类比反思等策略,并进行高一部分化学概念的案例设计。(4)将该教学案例应用于课堂实践中,探究该教学案例的实践对高一学生多元智能状况、学习成绩和对化学学习兴趣和态度的影响。研究结论如下:(1)对于化学概念的学习,学生的学习态度比较端正,但是学习兴趣有待提高。学生的学习方法存在一定的误区,没有意识到化学概念的重要性和地位,对化学概念理解掌握不够彻底,并且期待教师采用实验探究和多媒体等教学方法。(2)学生的自知自省智能、人际交往智能、自然观察智能、视觉空间智能以及音乐节奏智能相对较好,身体动觉智能和语言言语智能相对较弱,数理逻辑智能居于中间水平。男女生有显著性差异的有自知自省智能、身体动觉智能、语言言语智能、数理逻辑智能和视觉空间智能。重点高中和普通高中有显著性差异的有人际交往智能、语言言语智能和数理逻辑智能。(3)实证研究发现,多元智能理论指导下的化学概念教学可以改善学生学习兴趣与态度,能够提高学生的学习成绩,而且有助于提高学生的人际交往智能和语言言语智能。
[Abstract]:In 1983, Professor Gardner put forward the theory of multiple intelligences. After a long period of development and improvement, the theory has also brought inspiration and thinking to our education. This paper mainly discusses how to apply the theory of multiple intelligences to the teaching of chemistry concepts in senior high school. Firstly, the author analyzes the connotation of chemistry concept and multiple intelligences theory, and investigates the situation of chemistry concept learning and multiple intelligences of senior high school students. In this paper, the author designs a case study of some chemistry concepts that are compulsory in senior high school chemistry, and carries out a teaching practice study. The specific research is as follows: 1) analyzing the learning situation of chemistry concepts in senior high school students from five aspects through the questionnaire. Including learning interest and attitude, learning methods, understanding of chemistry concepts, feedback of learning effect and teaching methods expected of teachers, this paper analyzes the current situation of high school students' multiple intelligences through multiple intelligences questionnaire. And on the key high school and ordinary high school students and male and female students were compared with each other. (3) put forward the creation situation, put forward the question; group cooperation, explore learning; summarize and summarize, reflect on the promotion of teaching mode and concept map strategy. The teaching case is applied to the classroom practice, and the practice of the teaching case is applied to the situation of multiple intelligences of senior one students. The effect of learning achievement on chemistry learning interest and attitude. The research conclusion is as follows: 1) for the study of chemistry concept, the students' learning attitude is correct, but their learning interest needs to be improved. There are some misunderstandings in the students' learning methods. Not aware of the importance and status of the concept of chemistry, not having a thorough understanding of the concept of chemistry, and expecting teachers to adopt teaching methods such as experimental inquiry and multimedia) students' introspection, interpersonal intelligence, and natural observation intelligence, Visual space intelligence and music rhythm intelligence are relatively good, body kinesthetic intelligence and speech intelligence are relatively weak, mathematical logic intelligence is in the middle level. Language intelligence, mathematical logic intelligence and visual spatial intelligence. There are significant differences between key senior high school and ordinary high school in interpersonal intelligence, language intelligence and mathematical logic intelligence. Under the guidance of the theory of multiple intelligences, the chemistry concept teaching can improve students' interest and attitude, improve their academic achievement, and help to improve their interpersonal intelligence and language and speech intelligence.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
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本文编号：1556866