本文選題：多元智能理論 + 高中思想政治課教學�。� 參考：《華中師范大學》2015年碩士論文

【摘要】：多元智能理論的提出沖擊了傳統(tǒng)的智力觀,進而也對我們的教育觀產(chǎn)生了深遠的影響。多元智能理論認為每個人都有著自己獨特的智能結構,并且每個人的智能都是在一定的文化背景中慢慢形成的,所以應該立足于學生的差異性來發(fā)展學生的各種智能,而這與我們所倡導的“因材施教”具有相似之處。多元智能理論所提出的“為多元智能而教”、“通過多元智能來教”和高中思想政治課程改革理念在某種程度上具有共通性,因此,我們可以借鑒多元智能理論,在課程改革的實踐中不斷增強思想政治課堂教學的實效性。本文共分為三個部分,第一個部分分析了多元智能理論的內(nèi)涵及其在高中思想政治課中運用的必要性和可行性,從而嘗試把多元智能理論引入到思想政治課教學中。第二部分,運用多元智能理論從三個維度審視當前高中思想政治課教學中存在的問題：傳統(tǒng)高中政治課忽略了學生多元智能的發(fā)展；傳統(tǒng)高中政治課固守單一刻板的符號體系,缺乏情境化地教學設計；傳統(tǒng)高中政治課測評是“缺陷本位”的評價,忽視評價的激勵和反饋功能。同時,運用多元智能理論分析了出現(xiàn)以上問題的原因。第三個部分,針對以上問題,探討如何在多元智能理論視域中構建起相對應的教學策略,即“通過多元智能來教”、創(chuàng)設多元開放性的教學情境、運用多維度的評價策略。由于客觀條件的限制,本文主要從理論層面分析了多元智能理論在高中思想政治課教學中的運用,因此,還需在以后的教學實踐中不斷檢驗和完善。
[Abstract]:The theory of multiple intelligences impinges on the traditional view of intelligence and has a profound influence on our view of education. The theory of multiple intelligences holds that everyone has their own unique intelligent structure, and everyone's intelligence is slowly formed in a certain cultural background, so we should develop students' intelligence based on the differences of students. This is similar to the teaching of aptitude that we advocate. The theory of multiple intelligences "teaching for multiple intelligences", "teaching through multiple intelligences" and the idea of ideological and political curriculum reform in senior high school are in common to some extent. Therefore, we can learn from the theory of multiple intelligences. In the practice of curriculum reform, the effectiveness of ideological and political classroom teaching is constantly enhanced. This paper is divided into three parts. The first part analyzes the connotation of the theory of multiple intelligences and the necessity and feasibility of its application in the high school ideological and political class, so as to try to introduce the theory of multiple intelligences into the teaching of ideological and political courses. In the second part, we use the theory of multiple intelligences to examine the problems existing in the ideological and political teaching of senior high school from three dimensions: the traditional high school politics lesson neglects the development of students' multiple intelligence, the traditional high school politics lesson adheres to the single rigid symbol system, Lack of situational teaching design, traditional high school political course evaluation is a "defect based" evaluation, ignoring the evaluation of the incentive and feedback functions. At the same time, the reason of the above problems is analyzed by using the theory of multiple intelligences. The third part, aiming at the above problems, discusses how to construct the corresponding teaching strategy in the theory of multiple intelligences, that is, "teaching through multiple intelligences", creating a multi-dimensional open teaching situation and applying multi-dimensional evaluation strategies. Due to the limitation of objective conditions, this paper mainly analyzes the application of multiple intelligences theory in high school ideological and political teaching from the theoretical level, therefore, it needs to be constantly tested and perfected in the teaching practice in the future.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.2

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本文編號：1996468