基于多元智能理論的小學(xué)英語課堂教學(xué)活動設(shè)計
發(fā)布時間：2019-04-24 23:05
【摘要】：1983年美國哈佛大學(xué)教授霍華德加德納提出了多元智能理論,強調(diào)了學(xué)生智能的多元性、獨特性和發(fā)展性。多元智能理論更重視學(xué)生的個體差異,鼓勵老師配合學(xué)生的學(xué)習(xí),采用多元模式的授課方式,以發(fā)揮最大的學(xué)習(xí)效率。這一智能理論的提出不斷推進教育理念和教學(xué)實踐的相結(jié)合。小學(xué)英語課堂教學(xué)改革研究已進行多年,傳統(tǒng)的課堂偏重以教師為中心的教學(xué)方式,新的教學(xué)模式則考慮到學(xué)生作為學(xué)習(xí)者本身的學(xué)習(xí)策略,即是以學(xué)習(xí)者為中心的交際性教學(xué)。面對英語教學(xué)的改革,教師應(yīng)該如何應(yīng)對,如何在技能培養(yǎng)和教學(xué)目標(biāo)的找到理論和實踐的結(jié)合點,如何融合英語教材和教法,提高自己的教學(xué)技巧和策略,多元智能理論可以提供一些思路。本研究主要從多元智能的角度分析小學(xué)英語課堂教學(xué)活動開展的現(xiàn)狀和存在的問題,同時從多元智能出發(fā),提出該理論如何啟發(fā)英語教師在課堂上靈活運用教材,培養(yǎng)學(xué)生多元的能力的具體對策,并以豐富的課堂教學(xué)活動設(shè)計實例來說明。本研究的對象上海市日新實驗小學(xué)三年級的五名英語教師和三1班、三2班和三3班的116名學(xué)生。研究的方法采用了訪談法、問卷調(diào)查法和觀察法等。本文主要研究了以下三個問題:其一,多元智能理論下的教學(xué)活動的開展如何影響學(xué)生的智能水平?其二,英語教師在課堂教學(xué)活動設(shè)計中對于智能活動的開展現(xiàn)狀如何?有哪些經(jīng)驗、問題和困惑?其三,如何將多元智能的理論結(jié)合現(xiàn)有教材和課程,進一步提高智能活動開展的有效性?研究發(fā)現(xiàn)教師的課堂設(shè)計理念、教學(xué)活動中多元智能活動的數(shù)量和活動的有效性,能夠影響影響到學(xué)生多元智能的發(fā)展。在三2班和三3班發(fā)現(xiàn)教師在教學(xué)活動中包含了較多智能類型,學(xué)生的學(xué)習(xí)興趣高昂,英語學(xué)習(xí)的自信心也比較高。在智能方面,教師的教學(xué)理念和教學(xué)風(fēng)格會對學(xué)生產(chǎn)生影響,而多元智能活動類型的高效利用,不流于表面和形式,也會影響課堂教學(xué)的質(zhì)量。因此,在理論研究和調(diào)查研究的基礎(chǔ)上,提出基于多元智能理論的課堂教學(xué)活動設(shè)計策略和基于課標(biāo)和課程的小學(xué)英語課堂教學(xué)活動的單元設(shè)計案例,在教師中推廣多元智能理論的學(xué)習(xí)和研究,根據(jù)牛津英語單元性和具體的知識特點來選取比較適合的智能活動類型,并強調(diào)智能活動的高質(zhì)和高效。
[Abstract]:Harvard professor Howard Gardner put forward the theory of multiple intelligences in 1983, which emphasized the pluralism, uniqueness and development of students' intelligence. The theory of multiple intelligences pays more attention to individual differences of students, encourages teachers to cooperate with students' study, and adopts multi-mode teaching method in order to maximize learning efficiency. The proposal of this intelligent theory continues to promote the combination of educational concept and teaching practice. The research on the reform of English classroom teaching in primary school has been carried out for many years. The traditional classroom focuses on the teacher-centered teaching method, and the new teaching mode takes into account the students' learning strategies as learners themselves. That is, learner-centered communicative teaching. In the face of the reform of English teaching, how should teachers deal with it, how to find the combination of theory and practice in skill training and teaching objectives, how to integrate English teaching materials and teaching methods, and how to improve their teaching skills and strategies. The theory of multiple intelligences can provide some ideas. This study mainly analyzes the current situation and existing problems of English classroom teaching activities in primary schools from the perspective of multiple intelligences. At the same time, from the perspective of multiple intelligences, this paper puts forward how to inspire English teachers to use teaching materials flexibly in the classroom. The concrete countermeasures of cultivating students' pluralistic abilities are illustrated by examples of rich classroom teaching activities. In this study, five English teachers and 116 students in Class 3, Class 3 and Class 3 in Shanghai Rixin Experimental Primary School were enrolled in the study. Interview method, questionnaire method and observation method were used in the study. This paper mainly studies the following three questions: first, how does the development of teaching activities under the theory of multiple intelligences affect students' intelligence level? Second, what is the current situation of the development of intelligent activities by English teachers in the design of classroom teaching activities? What are the experiences, questions, and puzzles? Third, how to combine the theory of multiple intelligences with the existing teaching materials and courses to further improve the effectiveness of the development of intelligent activities? It is found that teachers' concept of classroom design, the number and effectiveness of multi-intelligence activities in teaching activities can affect the development of students' multi-intelligences. In Class 3, Class 3 and Class 3, it is found that teachers include more types of intelligence in teaching activities, students' interest in learning is high, and self-confidence in English learning is also relatively high. In the aspect of intelligence, teachers' teaching ideas and styles will have an impact on the students, and the efficient use of the types of multi-intelligence activities will not flow to the surface and form, which will also affect the quality of classroom teaching. Therefore, on the basis of theoretical research and investigation, this paper puts forward the strategies of classroom teaching activity design based on the theory of multiple intelligences and the case of unit design of primary school English classroom teaching activities based on curriculum standard and curriculum. In order to promote the study and research of multiple intelligences among teachers, we choose suitable types of intelligent activities according to Oxford English unit and specific characteristics of knowledge, and emphasize the high quality and high efficiency of intelligent activities.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31
本文編號：2464871
[Abstract]:Harvard professor Howard Gardner put forward the theory of multiple intelligences in 1983, which emphasized the pluralism, uniqueness and development of students' intelligence. The theory of multiple intelligences pays more attention to individual differences of students, encourages teachers to cooperate with students' study, and adopts multi-mode teaching method in order to maximize learning efficiency. The proposal of this intelligent theory continues to promote the combination of educational concept and teaching practice. The research on the reform of English classroom teaching in primary school has been carried out for many years. The traditional classroom focuses on the teacher-centered teaching method, and the new teaching mode takes into account the students' learning strategies as learners themselves. That is, learner-centered communicative teaching. In the face of the reform of English teaching, how should teachers deal with it, how to find the combination of theory and practice in skill training and teaching objectives, how to integrate English teaching materials and teaching methods, and how to improve their teaching skills and strategies. The theory of multiple intelligences can provide some ideas. This study mainly analyzes the current situation and existing problems of English classroom teaching activities in primary schools from the perspective of multiple intelligences. At the same time, from the perspective of multiple intelligences, this paper puts forward how to inspire English teachers to use teaching materials flexibly in the classroom. The concrete countermeasures of cultivating students' pluralistic abilities are illustrated by examples of rich classroom teaching activities. In this study, five English teachers and 116 students in Class 3, Class 3 and Class 3 in Shanghai Rixin Experimental Primary School were enrolled in the study. Interview method, questionnaire method and observation method were used in the study. This paper mainly studies the following three questions: first, how does the development of teaching activities under the theory of multiple intelligences affect students' intelligence level? Second, what is the current situation of the development of intelligent activities by English teachers in the design of classroom teaching activities? What are the experiences, questions, and puzzles? Third, how to combine the theory of multiple intelligences with the existing teaching materials and courses to further improve the effectiveness of the development of intelligent activities? It is found that teachers' concept of classroom design, the number and effectiveness of multi-intelligence activities in teaching activities can affect the development of students' multi-intelligences. In Class 3, Class 3 and Class 3, it is found that teachers include more types of intelligence in teaching activities, students' interest in learning is high, and self-confidence in English learning is also relatively high. In the aspect of intelligence, teachers' teaching ideas and styles will have an impact on the students, and the efficient use of the types of multi-intelligence activities will not flow to the surface and form, which will also affect the quality of classroom teaching. Therefore, on the basis of theoretical research and investigation, this paper puts forward the strategies of classroom teaching activity design based on the theory of multiple intelligences and the case of unit design of primary school English classroom teaching activities based on curriculum standard and curriculum. In order to promote the study and research of multiple intelligences among teachers, we choose suitable types of intelligent activities according to Oxford English unit and specific characteristics of knowledge, and emphasize the high quality and high efficiency of intelligent activities.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31
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