教育硕士学位论文.doc

全国全国优优秀教育秀教育硕硕士士专业专业学位学位论论文文 推荐表推荐表 单位名称：陕西师范大学 填表日期：2011 年 11 月 21 日 论文题目多元智能理论在高中英语教学中的应用探索 作者姓名论文答辩日期学科教学(英语) 赵竹茸 2009.5.19. 英语 发表学 术论文 (题目， 刊名,时 间，社 会影响) 1 一道单词拼写题引发的思考 读与写2011 年 4 月第 4 期 文章通过对一道单选英语 题的分析对比总结最后得出定论，深度诠释解说了高考中英 语语法的正确理解和灵活运用的重要性和必要性，以及学习 中注重细节，知识脉络清晰的举足轻重的作用。 2 高考前十天如何复习英语 学英语报 高中教师版第 18 期(总第 1804 期)第 a7 版 2011 年 10 月 10 日英语作为一门语言，同时又是高考必考科目。对于 英语科目最后十天的有效复习能大大提高高考成绩，真正具 有临阵磨刀的效果。那么，在最后十天的时间里对英语如何 有效地复习我谈几点看法，仅供同学们参考。 论文所 产生的 实际影 响(对作 者工作 及所在 单位工 作) 在写作过程中,查阅大量资料,与同事多次探讨,忙碌充实， 提高了自尊自信,激发了探究精神；拓宽了教学的知识深度， 减轻了学生负担，获得了成功体验；增强了创新意识和创造 能力；使自身全方位地得到了提高，对事物有了更深的理解 力，更敏锐的批判性思维和更深的记忆；受到学校的嘉奖。 有助于在英语教学方面真正做到骨干精英人才。 出版专 著(名称、 出版社、 出版时 间) 曲一线科学备考高中知识清单英语 课标版 高中必备工 具书 首都师范大学出版社和教育科学出版社 2011 年 6 月 出版. 攻 硕 期 间 及 获 得 硕 士 学 位 后 一 年 内 获 得 与 硕 士 学 位 论 文 有 关 的 成 果 获奖项 目(名称、 等级及 时间） 2011 年被首都师范大学出版社曲一线编辑部授予“学术标兵” 称号. 2 中文论 文摘要 (论文选 题的意 义,论文 运用的 主要研 究方法, 主要研 究成果, 主要参 考文献) 摘要：摘要：美国哈佛大学心理学家霍华德加德纳于 1983 年提出 多元智能理论，认为每个人身上至少存在八项智能，由于智能上的 差异，个人的学习兴趣、学习方式、思考问题的方式以及解决问题 的方法也不尽相同。因此，该理论有着很高的综合价值，对教育教 学、学生学习和学校管理都有重要的指导作用。本文将多元智能理 论和高中英语教学结合起来，对利用多元智能理论进行教学作了较 为系统的研究，提出了较有英语特色的多元智能教学的组织策略和 实施方案，开展了相应的教学实践及效果测评，为英语课程利用多 元智能理论教学提供了从理论到实践的支持。 全文共分五部分。第一部分是绪论，根据目前基础教育改革形 势和高中英语教学发展现状，提出了研究课题，并论述了应用多元 智能理论教学的重要意义；对该理论的智能体系和智能类型的核查 等方面提出了自己的见解；第二部分对应用多元智能理论进行基础 教育改革和高中英语教学改革的可行性和必要性作了详细的论述； 第三部分对应用该理论进行高中英语教学的实施策略进行了具体说 明并附以案例；第四部分为实验效果的测评，根据多元智能理论的 评价观和新的英语课程评价观，分析制定了高中英语多元智能教学 的目标体系，对英语多元智能教学的实践效果进行了测评分析；第 五部分对全文进行了总结。研究的工作过程艰苦却充实,采用多种 技术手段或方法，也包括理论、假设或边界条件，使用了必要的设 备仪器和数据。通过该课题的研究，本文有以下收获：（1）应用 多元智能理论进行教学，进一步证实了全面推进素质教育的科学性， 有助于加深我们对素质教育实施的理解。 （2）满足学生的需要和促 进其全面发展，多元智能理论指导下的学习方式是比较合理的选择； （3）开发出的多元智能组织策略，既可有效地指导多元智能教学 实践，又丰富了教学理论体系，也是本次教学实践的创新之处； （4）英语学科的思维和学习特点与其他学科存在一定差异，开发 的多元智能实施策略，能有效地培养学生科学的思维方式与学习方 法；（5）通过多元智能英语教学实践，我们发现应用多元智能理 论进行教学有如下现实意义：能唤起学生兴趣，提高自尊自信，激 发主动参与；促进教学的多边互动，减轻学生负担，获得成功体验； 有利于学生协作精神的培养，有利于发展人的社会性：有助于学生 创新意识和创造能力的培养；可以使学生全方位地提高认知能力， 更深的理解力，更敏锐的批判性思维和更深的记忆；真正做到为社 会培养各级各类人才。 3 references brown,h.d.2000.principles of language learning and teaching .englewood cliffs nj:prentice-hall brown,h.d.1994.principles of language learning and teaching.3 rd.ed.,new jersey: prentice-hall,inc. williams,m.and r.burden.1997.psychology for language teachers. cambridge university press. christison,m.1998.applying multiple intelligences theory in preservices and inservice tefl education programs.j. english teaching forum,36,2,pp.23. david gardner and in the second place,can enrich teaching theories. (4) the application strategies of multiple intelligences can help students develop iii scientific thinking and learning methods. (5) teaching with the theory of multiple intelligences is of great significance. it can arouse students interest in learning, strengthen their confidence,ativate participation, improve the interaction between teachers and students, lessen students homework burden and foster their sense of success (wen qiufang,1996).whats more,it is beneficial to develop cooperation sociability, creativity, comprehensive ability,and critic thinking ability of students, thus help schools develop students comprehensive talents for society. key words： application the multiple intelligences experiment english teaching and learning in senior middle school iv 多元智能理论在高中英语教学中的应用探索多元智能理论在高中英语教学中的应用探索 赵竹茸赵竹茸 摘摘 要：要：美国哈佛大学心理学家霍华德加德纳于 1983 年提出多元智能理论， 认为每个人身上至少存在八项智能，由于智能上的差异，个人的学习兴趣、学习 方式、思考问题的方式以及解决问题的方法也不尽相同。因此，该理论有着很高 的综合价值，对教育教学、学生学习和学校管理都有重要的指导作用。本文将多 元智能理论和高中英语教学结合起来，对利用多元智能理论进行教学作了较为系 统的研究，提出了较有英语特色的多元智能教学的组织策略和实施方案，开展了 相应的教学实践及效果测评，为英语课程利用多元智能理论教学提供了从理论到 实践的支持。 全文共分五部分。第一部分是绪论，根据目前基础教育改革形势和高中英语 教学发展现状，提出了研究课题，并论述了应用多元智能理论教学的重要意义； 对该理论的智能体系和智能类型的核查等方面提出了自己的见解；第二部分对应 用多元智能理论进行基础教育改革和高中英语教学改革的可行性和必要性作了详 细的论述；第三部分对应用该理论进行高中英语教学的实施策略进行了具体说明 并附以案例；第四部分为实验效果的测评，根据多元智能理论的评价观和新的英 语课程评价观，分析制定了高中英语多元智能教学的目标体系，对英语多元智能 教学的实践效果进行了测评分析；第五部分对全文进行了总结。 通过该课题的研究，本文有以下收获：（1）应用多元智能理论进行教学， 进一步证实了全面推进素质教育的科学性，有助于加深我们对素质教育实施的理 解。 （2）满足学生的需要和促进其全面发展，多元智能理论指导下的学习方式是 比较合理的选择；（3）开发出的多元智能组织策略，既可有效地指导多元智能 教学实践，又丰富了教学理论体系，也是本次教学实践的创新之处；（4）英语 学科的思维和学习特点与其他学科存在一定差异，开发的多元智能实施策略，能 有效地培养学生科学的思维方式与学习方法；（5）通过多元智能英语教学实践， 我们发现应用多元智能理论进行教学有如下现实意义：能唤起学生兴趣，提高自 尊自信，激发主动参与；促进教学的多边互动，减轻学生负担，获得成功体验； 有利于学生协作精神的培养，有利于发展人的社会性：有助于学生创新意识和创 造能力的培养；可以使学生全方位地提高认知能力，更深的理解力，更敏锐的批 判性思维和更深的记忆；真正做到为社会培养各级各类人才。 关键词：关键词：应用 多元智能理论 实验 高中英语教学 contents chapter 1 introduction1 1.1 the background of the study1 1.1.1 the development of the times puts forward new request for foundation education.1 1.1.2 the present condition in education of senior high school english teaching reform.1 1.2 the significance and purpose of the research3 1.2.1the direct significance of the multiple intelligences theories3 1.2.2 the realistic and further significance of the multiple intelligences theories.3 chapter 2 literature review5 2.1 the development condition of multiple intelligences theory 5 2.1.1 the development condition of multiple intelligences theory in foreign countries .5 2.1.2 the development condition of multiple intelligences theory in china5 2.2 the main contents of the multiple intelligences theories.6 2.2.1 verballinguistic intelligence and how to conduct this kind of intelligence7 2.2.2 logicalmathematical intelligence and how to conduct this kind of intelligence .7 2.2.3 visualspatial intelligence and how to conduct this kind of intelligence .7 2.2.4 musicalrhythmic intelligence and how to conduct this kind of intelligence 8 2.2.5 bodilykinaesthetic intelligence and how to conduct this kind of intelligence8 2.2.6 interpersonal intelligence and how to conduct this kind of intelligence.8 2.2.7 intrapersonal intelligence and how to conduct this kind of intelligence.8 2.2.8 naturalistic intelligence and how to conduct this kind of intelligence .9 2.2.9 other complementary intelligences and their implementing.9 2.3 the relationship between the multiple intelligences theories and the concept of education and teaching.9 2.4 gardners questions about examining intelligences 10 2.4.1gardners 80 questions about examining intelligences10 2.4.2the two questions added later by gardner.10 chapter 3 problems existing in teaching-learning english in senior middle school and implementing the theory of multiple intelligences in english class.12 3.1 the purpose of the reseach 12 3.2 the research questions.12 3.3 hypotheses.13 3.4 subjects and variables13 3.5 instruments and methods .13 3.5.1 survey,pre-test,post-test,questionaire and interview.13 3.5.2 control means14 3.6 the existance and conduction of the theory of mi in english teaching and learning 14 3.6.1 the conduction of spatial intelligence in english teaching and learning14 3.6.2 the conduction of linguistic intelligence in english teaching and learning .15 3.6.3 the conduction of logical mathematical intelligence in english teaching and learning.15 3.6.4 the conduction of musical intelligence in english teaching and learning15 3.6.5 the conduction of interpersonal intelligence in english teaching and learning 15 3.6.6 the conduction of naturalist intelligence in english teaching and learning .16 3.6.7 the conduction of bodily kinesthetic intelligence in english teaching and learning.16 3.6.8 the conduction of existential intelligence in english teaching and learning16 chapter 4 discussions and some results17 4.1 discussions 17 4.1.1 analyse the teaching mode of multiple intelligences-addie mode17 4.1.2 assessment25 4.2 some results.27 chapter 5 conclusions and limitations29 5.1 conclusions29 5.2 limitations of the multiple intelligences teaching and learning mode29 5.3 advantages of the multiple intelligences teaching and learning mode31 5.4 suggestions for further study.31 references.34 appendix 136 appendix 242 appendix 343 appendix 446 攻读学位期间的研究成果47 chapter 1 introduction 1 chapter 1 introduction 1.1 the background of the study 1.1.1 the development of the times puts forward new request for foundation education educations main aim is to develop comprehensive talents for society.the big problem which education needs to solve is to make the students needs of growing get on well with societys needs to talents. quality educations basic goal is to improve humans quality and stress humans development (lu jiamei,2000).it lives up with chinas condition and the worlds development trends.the main characteristics of the times are as follows: (1) the mankind has already got into knowledge-based economy times. (2) international competition is unprecedented vehemence. (3) the mankinds existence and development face a predicament,etc.these characteristics request the development of society no longer depend on natural resources or supplies strength only, but the manners human resource which has high cultivated manners and humanities cultivated of the science cultural (rodgers,t.s,2001).take a comprehensive view of world and china, whether a developing country which has a long civilization development history, a big country of a techno-culture level low with large population, can hold this history opportunity of knowledge-based economy ages mode of production change nicely, can develop and make use of the human resource of our country well, the important and decisive factor of those is education.the top and bottom in whole country has already brought about a new trend forward scientific education for making a country strong (lazear,david.1999).an unprecedented course reform of the foundation education launches completely in china. 1.1.2 the present condition in education of senior high school english teaching reform the classroom teaching is an ex- follow battlefield of education fulfillment and education reform.how reform result and teaching result are is subjected to classroom teaching quality directly.the education reform has to carry out in concrete teaching 陕西师范大学教育硕士学位论文 2 practice in the end. english teaching in the senior high school should also throw in the big current of reform in education duty-boundlyto push forward the exertive important function of the education for all-round development towards turning an education reform deeply, completely.(tao xiping,2003)as is known,listening ,speaking,reading and writing are the four basic skills in english language learning.though the theoretical research of multiple intelligences has a long history,great achivements have also been made in senior middle schools english teaching.it is not widely carried out and it especially remains much room for our chinese teachers to do more concrete practice. the current main problems are as follows: (1) teaching consciousness and teaching behavior still save deviation.for instance, the teachers all think the teaching process should carry out social intercourse as far as possible, but some teachers believe reading much, saying much in class is a social intercourse. as a result in the “presentation (demonstration)- practice (practice)- production (application)“ teaching link, the teaching activity still limit at practice stage, and mainly is the machine practice (hu chundong,1995). there is not much flexibly phonetic practice activity being provided for students .we think the deviation of this kind of teaching consciousness and teaching behavior is one of the greatest shortcomings in our country english classroom teaching.another example,some english teaching classes are teacher-centered,with studentsjust being told what to do or what not to do,which results in the students losing interest, fearing or even hating english learning. (2) the teacher teaching theories level still needs to be raised.according to the research,the main currentour country normal education still limits at a technicalability training, neglecting the theories character of a teachers development. (3) the student makes use of english languages ability still bad.the students ability of using english language is the most important task in english learning teaching.the author in many years of teaching practice have got in touch with quite a few education teaching principles. through analyzing and research, i think american scholars multiple intelligences theories that howard gardner puts forward is to guide english teaching in the senior high school currently and be more suitable english teaching theories.this thesis tries to use multiple intelligences theories application in the english teaching in senior high school. it can arouse studentsinterest in learning, strengthen their confidence, ativate participation, improve the interaction between chapter 1 introduction 3 teachers and students, lessen studentshomework burden and foster their sense of success.whats more,it is beneficial to develop cooperation sociability, creativity, comprehensive ability, and criticle thinking ability of students,thus help schools develop comprehensive talents for society. 1.2 the significance and purpose of the research 1.2.1the direct significance of the multiple intelligences theories. in terms of the macro view, the multiple intelligences theories matched multicultural value and the modern spirit.come up to say from the tiny view, the multiple intelligences theories can change teachers viewpoint to the students with excellent records and the students who fall behind the others in records, improve teaching and raise teaching quality completely (brown,h.d.2000).the theory emphasizes teachers should respect students,it pays attention to an intellective diversificationand make teaching and learning activities match students interest and ability better through many kinds of intellective forms teaching (xia huixian,2001). develop the students intelligence potential at the most to really reach the education goal ,thats to say,using the knowledge flexibly after learning at last. 1.2.2 the realistic and further significance of the multiple intelligences theories if we analyze its research results and compare its theory with the others after learning multiple intelligences,it is advantageous to us to establish the new scientific education principle and realise the future trends of education and teaching.whats more,we can master the difficult points and emphasis in education reform.from the multiple intelligences theorys research characters,we can get its experience of succes easily and find the basic principle of the developing trend which represents modern education theories,they are as follows: firstly, the multiply intelligences theory collected many modern subjects research result.secondly,it points out the problems which exist in current america education clearly and seeks for the solutions using the theory.thirdly, according to different stages the researchers design the items modes from the theory.it proves they connect theory with practice to improve the development of the students quality.finally,the theory has been studied more than twenty years, including foundation theorical study, activity 陕西师范大学教育硕士学位论文 4 items design,carrying out strategy study many fields.it combines school development target, the teaching movable process, student character development with valuation standard several items to carry out integration (han baocheng,2000). it can conduct school administration, student education andlifelong learning. so what the thesis studied has great significance in many fields at present . chapter 2 literature review 5 chapter 2 literature review 2.1 the development condition of multiple intelligences theory 2.1.1 the development condition of multiple intelligences theory in foreign countries the theory of multiple intelligences was put first forward by howard gardner in 1983, which was published in the book frames of mind:the theory of multiple intelligences. he thought there were seven intelligences at thattime.later in 1999 he put forward another two or three. howard gardners multiple intelligences theory aroused strongly interest andargument in america.many people who include independent school unions belonging to the whole country，education law designers, education reporters, university professors, students parents and even students themselves were highly concern about the theory.they all took part in the research and practice of the theory willingly.lots of works and magazines published the articles about this theme.only in america,up to hundred schools,millions of teachers used the theory to conduct their teaching reform. it is popular in australia, canada, ireland, spain, greece, thailand and japan.harward university research and practice result showed 81% schools subjects records have been improved after three years experiment.of this 67% improvement owing to the multiple intelligences theory 78% students whose grades were poor have made great progress.(howard gardner 2003).the theory is popular mainly because it shows educations huge potential and vast foreground. it also makes educators think about their teaching activity, change ideas and ways of teaching to develop comprehensive talents for society truly. 2.1.2 the development condition of multiple intelligences theory in china the multiple intelligences theory was first translated, introduced and appliedin china by shen zhilong professor who taught in peking light industry college at that time.it was first practised in beijing, shanghai and shenzhen and made great achivements. later it spread to the whole country.in 2000, discovery in china international education cooperation item was formally begun.it tries to develop students potential through class teaching,interest activity after class in order to make every 陕西师范大学教育硕士学位论文 6 student improve their ability.zhejiang,shanghai,and jiangsu plenty of schools have been conducting the multiple intelligences theory in school teaching from 2001.now as theory conduction in kindergarten, primary school, middle school and even to university, teaching experiments are being done throughout china.the thesis combines the theory of multiple intelligences and teaching of english in senior middle schools,probes into the application of the theory,brings forward organization and application strategies, c