本文關鍵詞： 多元智能理論 英語教學 農(nóng)村小學 行動研究　出處：《魯東大學》2017年碩士論文　論文類型：學位論文

【摘要】：《英語課程標準》(2011)中指出:基礎教育階段英語教學的主要目標是激發(fā)培養(yǎng)學生語言學習興趣,尊重個體差異,養(yǎng)成良好學習習慣和學生自主學習和合作的精神。由此可見,小學英語教學中,如何激發(fā)培養(yǎng)學生對英語學習的興趣并且尊重他們的個體差異,對提高小學生英語水平具有很重要的意義。而針對農(nóng)村小學英語教與學而言,依然存在諸多問題:教師教學觀念陳舊,硬件設施不健全,相對于城市的教學效率低等問題,導致學生英語學習興趣不濃厚,綜合智能得不到全面的發(fā)展。鑒于上述所存在的問題,本研究以多元智能理論為指導,結合實驗對象的智能特點,旨在探討基于多元智能理論的教學活動能否提高農(nóng)村小學生的英語學習興趣。考慮到農(nóng)村小學資源短缺的現(xiàn)狀,整個過程運用了行動研究的方法。研究問題如下:1.多元智能理論怎樣應用到農(nóng)村小學英語課堂實踐。2.基于多元智能理論的教學實踐是否能夠提高農(nóng)村學生英語學習興趣。本文以招遠市某農(nóng)村小學的20名四年級學生為研究對象,進行了一個學期的教學實驗。運用問卷調查、教學日志和訪談等研究工具收集實驗數(shù)據(jù)并對實驗前后的數(shù)據(jù)進行了比較分析。實驗過程分為三個階段:第一階段,介紹參與者并闡述農(nóng)村小學英語教學中存在的主要問題,界定并分析行動研究首要解決的問題。第二階段,初步調查參與者的基本學習情況和智能分布情況,設計能激發(fā)學生興趣的多元化教學活動和十六周的行動實施計劃。第三階段,實施基于多元智能理論的教學活動行動計劃。實施過程中,筆者以教學日志的形式對于十六周的行動研究做了詳細描述,其中穿插訪談了解實驗效果。第十六周,問卷收集實驗結果。與實驗前問卷比較,顯示了完全不同的數(shù)據(jù)和結果。經(jīng)一學期的實驗結果表明:基于MI理論的農(nóng)村小學英語教學活動的實驗,不僅提高了學生英語學習興趣,還提高了農(nóng)村小學生英語的學習成績。
[Abstract]:English Curriculum Standard (2011) points out that the main goal of English teaching in basic education is to stimulate students' interest in language learning, respect individual differences, develop good learning habits and students' spirit of autonomous learning and cooperation. In primary English teaching, how to arouse students' interest in English learning and respect their individual differences is of great significance to improve the English proficiency of primary school students. There are still many problems: the teachers' teaching concept is old, the hardware facilities are not perfect, and the teaching efficiency is low compared with the city, which leads to the students' interest in English learning is not strong. In view of the above problems, this study is guided by the theory of multiple intelligences and combines the intelligent characteristics of experimental objects. The purpose of this study is to explore whether the teaching activities based on multiple intelligences can increase the interest of primary school students in English learning in rural areas. The whole process uses the method of action research. The research questions are as follows: 1. How to apply the theory of multiple intelligences to the English classroom practice in rural primary schools. 2. Whether the teaching practice based on the theory of multiple intelligences can improve the English learning of rural students. Xi's interest. This paper takes 20 grade four students in a rural primary school in Zhaoyuan as the research object. The experiment was carried out for a semester. The experimental data were collected by questionnaire, teaching log and interview, and the data before and after the experiment were compared and analyzed. The experiment process was divided into three stages: the first stage, This paper introduces the participants and expounds the main problems in English teaching in rural primary schools, and defines and analyzes the most important problems to be solved in action research. In the second stage, the basic learning situation and intelligence distribution of the participants are preliminarily investigated. The third stage is to implement the action plan of teaching activities based on the theory of multiple intelligences. In the form of teaching log, the author describes the action research of 16 weeks in detail, in which interspersed interviews to find out the effect of the experiment. 16th weeks, the questionnaire collected the experimental results, and compared with the pre-experiment questionnaire, The results of the one-semester experiment show that the experiment of English teaching activities in rural primary schools based on MI theory not only improves the students' interest in English learning, but also improves the English learning achievement of rural primary school students.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31
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本文編號：1542096