多元智能论述在高职英语教学中运用

美国心理学家霍华德·加德纳提出的多元智能理论吸引了很多教育学家,并被运用于美国的多所学校。多元智能理论夸大|教学论文网|学习者的独特性,以为|教育论文网|学习者的智力没有高低贵贱之分,只是智能类型不同,每个人都有无穷的潜力。因此,多元智能理论为教师提供了全新的教学理念。高等职业教育和普通高等教育是同一层面两种不同类型的教育。高等职业教育要为社会培养高质量的应用型人才。根据对高等职业教育学院英语专业教学现状的调查分析,发现其英语专业教学中存在一些问题,违反|英语教学论文|了高等职业教育的培养目标。因此,多元智能理论被应用于高等职业教育的英语专业教学实践中,以达到改革其英语专业教学的不良现状并符合高等职业教育的培养目标。【关键词】：多元智能理论高等职业教育英语专业教学
【论文提纲】：Abstract6-7摘要7-10ChapterOneIntroduction10-12ChapterTwoLiteratureReview12-192.1DefinitionofMultipleIntelligencesTheory12-142.2CharacteristicsofMultipleIntelligencesTheory14-162.3TheoreticalAssumptionofMultipleIntelligencesTheory16-172.4RelationshipofMultipleIntelligencesTheorytoOtherIntelligencesTheories17-19ChapterThreeTheRelationshipBetweenMultipleIntelligencesTheoryandEducation19-263.1TheImplicationsofMultipleIntelligencesTheoryforEducation19-223.1.1TheNaturalGrowthofIntelligence19-203.1.2ThePluralityofIntelligences20-213.1.3TheLargeNeedofAssesent21-223.2Multi-modelTeachingMethodsHintedinMultipleIntelligencesTheory22-243.3TheSignificanceofMultipleIntelligencesTheoryforEducation24-26ChapterFourACaseStudyBasedonMultipleIntelligencesTheoryforEnglishMajorTeachinginVocationalHigherEducation26-664.1ASurveyofProblemsinPresentTeachingandtheNecessityofAdoptingMultipleIntelligencesTheory26-314.1.1ASurveyofProblemsinPresentTeaching26-294.1.2TheNecessityofAdoptingMultipleIntelligencesTheory29-314.2Procedures31-564.2.1InvestigationofStudents'Intelligences31-344.2.2TeachingSet-upBasedonMultipleIntelligenceTheoryinCaseStudy34-394.2.3TeachingDesignsBasedonMultipleIntelligencesTheoryinCaseStudy39-544.2.3.1TheTeachingDesignofAmericanWarsBasedonMultipleIntelligencesTheory39-424.2.3.2TheTeachingDesignofAmericanCustomsBasedonMultipleIntelligencesTheory42-444.2.3.3TheTeachingDesignofAmericanPoliticsBasedonMultipleIntelligencesTheory44-464.2.3.4OtherTeachingStrategiesBasedonMultipleIntelligencesTheory46-544.2.4ResultsEvaluation54-564.3ResearchFinding56-604.3.1RemarkableEffectsofMultipleIntelligencesTheoryAppliedinCaseStudy57-584.3.2LimitationsandSuggestionsofMultipleIntelligencesTheoryAppliedintheCaseStudy58-604.4Implications60-664.4.1CreatingLearner-CenteredClassroom60-614.4.2RedefiningTeacher'sRole61-624.4.3AdoptingNewAssesent62-66ChapterFiveConclusion66-68Bibliography68-71Acknowledgements71