多元智能论述在民族地区小学英语教学中运用

人们研究了多年智能的含义,然而哈佛大学的心理学博士Gardner先生在1983年提出了人具有9中智能(语言,逻辑数学,空间,音乐,身体运动,人际,个人内在,观察自然以及存在智能),这大大改变了人们对传统智能的看法。最近几年,很多学者发现该理论在英语教学中是非常有用的。它帮助我们从多角度观察学生以及提供了多元化的教学方法。本文旨在探讨多元智能理论在民族地区小学英语中的应运。作者将从多角度探讨多元智能理论的潜在上风,并通过实践调研来检验它在实际教学中的效能。作者选取了临夏地区的前河沿小学中的两个班级进行教学实验,终极用实验班和参照班的成绩以及兴趣问卷来检验多元智能理论在实际教学中的效能。研究结果表明,多元智能理论对英语学习至少有两方面的作用:(1)激发学习兴趣并增强学习者的自信心;(2)能比较明显的提高学生的英语成绩。该调查还显示,多元智能理论超越了原有的教学方法(过分依靠语言与数学逻辑进行教学),进而采取活泼的多元智能式的教学方法,终极促进了个性化学习。因此,英语教师要了解学生的情况,因材施教,顺其自然,同时又要正确引导,有意识地帮助他们形成适合自己的学习策略。【关键词】：多元智能理论民族地区教学现状心理发展特点教学观念课堂活动评价方法教学建议
【论文提纲】：Abstract4-5摘要5-8CHAPTERONEINTRODUCTION8-121.1RequirementorPrimarySchoolEnglishTeaching8-91.2ProblemandCurrentStatusofPrimarySchoolEnglishTeachinginLinXiaArea91.3SignificanceoftheResearch9-101.4TheNationalandOverseaResearchAboutMIandEnglishTeaching10-121.4.1TheOverseaPracticalResearch10-111.4.2TheNationalPracticalResearch11-12CHAPTERTWOTHEORETICALFRAMEWORK12-272.1MultipleIntelligenceTheory12-162.1.1BackgroundofMITheory122.1.2ConceptsofMultipleIntelligences12-142.1.rinciplesofMultipleIntelligencesTheory14-152.1.4DifferencesBetweentheTraditionalDefinitionofIQAndMI15-162.2FeatureofMinorityPupils’Psychology16-212.2.1TheRecognitionofMinorityPupils’Feature16-182.2.2TheFeatureofMinorityPupils’Individualities18-192.2.3TheFeatureofMinorityPupils’IntelligenceDevelopment19-202.2.4TheLearningFeatureofMinorityPupils20-212.3TheInfluenceofPrimaryEnglishEducationfromtheMI21-272.3.1TheConversionofTeachingConcept21-232.3.2TheConversionofViewforStudent’sOwnUnderstanding23-242.3.3TheConversionofEvaluationConcept24-27CHAPTERTHREERESEARCHMETHODOLOGY27-293.1TheAimsoftheStudy273.2ResearchQuestions273.3ResearchSettingandSubjectSelection273.3.1ResearchSetting273.3.2SubjectSelection273.4DataCollectionMethods27-283.4.1Questionnaires27-283.4.2Examination283.5MethodsofStatisticalAnalyses28-293.5.1ReliabilityAnalysis283.5.2T-Test28-29CHAPTERFOURTHEAPPLICATIONOFTHEMIINQIANHEYANPRIMARYSCHOOLINMINORITYAREA29-384.1ClassroomActivities29-334.2BasiorTeachingPlan33-344.3TheApplicationofMIforAlphabetTeaching34-354.4TheApplicationofMIforWordsTeaching35-364.5TheApplicationofMIforSentencesTeaching36-38CHAPTERFIVEEMPIRICALSTUDIES38-435.1ResearchSubjects385.2Sample385.3DataAnalysis38-435.3.1ContentsandResponsesofQuestionnaires38-415.3.2DataSources41-425.3.3SummaryofFindings42-43CHAPTERSIXSOMEADVICEOFTHEAPPLICATIONOFMIFORPRIMARYENGLISHTEACHINGINMINORITYAREA43-476.1SomeAdviceforTeachers43-456.1.1TheTranormationofTeachingRoles43-446.1.2TheImprovementofSelf-Quality44-456.2SomeAdviceforSchool45-476.2.1OfferingaGoodEnvironmentforMIApplication45-466.2.2ConsideringTeacher’sEndeorandProfessionDevelopment466.2.3HingPeriodicCommunicationwithMinorityPupil’sParents46-47Bibliography47-51在学期间的研究成果51-52AppendixA52-54AppendixB54-56AppendixC56-57Acknowledgements57