多元智能理论在高一英语教学中的应用

发布时间：2020-09-25 21:26

　　霍华德·加德纳在研究脑部受创伤的病人过程中发现他们在学习能力存在差异,于是在1983年提出了多元智能理论(简称为MI理论)。传统上,学校教育一直只强调学生逻辑-数理智能和言语智能两方面的发展,但这并不是人类智能的全部。多元智能指出每个人都有八项智能,且拥有不同的优势智能或优势智能组合,同时也拥有弱势智能。该理论还强调每个学生都有闪光点,且人人都是潜在的天才。有关优势智能与弱势智能,在一个班上,学生之间存在很大差别。如何将多元智能理论应用于实际教学中来促进教学已成为研究的热门话题。现今许多教育学者致力于研究该理论并将其付诸于教学实践中,且已取得了一定成就。鉴于当前英语教学中的不甚理想的教学情况,例如,教学方法单调且填鸭式的教学模式使得学生的英语学习兴趣与自信心下降,对教学质量产生负面影响。笔者想知道将多元智能理论应用到英语教学中能否会取得良好的效果,随即进行试验。首先,笔者调查了实验班学生的智能分布特点;第二,分析教材与设计教学计划;第三,在教学过程中,笔者设计各种教学方法来吸引学生的注意力,例如,观看视频,讲故事,图片展示,角色扮演,填空,绘画,体势语,手势语等等,这可以满足大部分学生的需求,使得学生有机会利用他们的优势智能进行学习以提升他们的弱势智能-言语语言智能,帮助激发学生的兴趣,提高他们的语言能力。最后,经过一年的多元智能教学实验,笔者对比实验班和控制班的前测与后测结果,发现在英语教学中采用多样化的教学方法是有效的也是必要的,因为学生学习兴趣得到提高,教学效果也更好。
【学位单位】：江西科技师范大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
摘要
ABSTRACT
List of Abbreviations
Chapter1 Introduction
    1.1 Background of the study
    1.2 Research questions and significance
    1.3 Research methodology
    1.4 Framework of the thesis
Chapter2 Review of Literature
    2.1 Overview of MI theory
        2.1.1 The origin
        2.1.2 The definition of multiple intelligences
        2.1.3 Use in education
    2.2 Related researches
        2.2.1 Abroad
        2.2.2 At home
Chapter3 Problems Existing in the Current Senior High School English Teaching
    3.1 Problems existing for teachers
        3.1.1 Backward educational concepts
        3.1.2 Teaching methods being monogamous and boring
        3.1.3 Less attention to students'differences
    3.2 Problems existing for students
        3.2.1 Exam-oriented learning purpose
        3.2.2 Poor atmosphere of English learning
        3.2.3 Lack of autonomous learning ability
        3.2.4 Bad learning habits
    3.3 Theoretical hypothesis
Chapter4 A Survey on the Features of Students'Intelligences
    4.1 Purpose
    4.2 Participants
    4.3 Design of questionnaire
    4.4 Data analysis
    4.5 Conclusion
Chapter5 The Experiment of Applying MI Theory into English Teaching
    5.1 The choice of the teaching material
    5.2 Analysis of teaching objects
    5.3 Classroom English teaching process based on MI theory
        5.3.1 The teaching plan
        5.3.2 Teaching procedures
            5.3.2.1 The pre-task and MI assessment
            5.3.2.2 The while-task and MI assessment
            5.3.2.3 The post-task and MI assessment
            5.3.2.4 After-class assignments and MI assessment
        5.3.3 Self-reflections of English teaching
    5.4 Analysis of teaching results after one year
        5.4.1 Analysis of the results of pretest and post-test for school achievement
        5.4.2 Changes of students'learning interests
    5.5 Conclusion
Chapter6 Conclusion
    6.1 Findings
    6.2 Suggestions
    6.3 Limitations
    6.4 Future prospect
Bibliography
Appendix1 Result of Students'MI questionnaire in EC
Appendix2 The Pretest for Students'English Levels
Appendix3 Score List of the Pretest
Appendix4 The Post-test for Students'English Levels
Appendix5 Score List of the Post-test
Appendix6 The Questionnaire of Students'English Learning Interest
Publications
Acknowledgements

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