多元智能论述在小学英语教学中运用

本文旨在探索多元智能理论在小学英语教学中的应用。该理论是由哈佛大学的心理学博士Gardner先生率先提出的,他指出,每个人都至少有八种可以发挥的潜在智能,分别是:语文,逻辑数学,空间,音乐,身体运动,人际,个人内在以及观察自然智能。最近几年,国外很多学者都纷纷提倡将该理论应用在第二语言教学中,以为|教育论文网|它提供了学生多元的学习环境,给每个人不同的发挥与成功的机会。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。研究结果表明,多元智能理论对英语学习至少有三方面的作用:(1)提高学习者的记忆效果;(2)激发学习兴趣并增强学习者的自信心;(3)提高创造力和解决问题的能力。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聪明式的教学方法,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】：多元智能理论机械性学习理解学习情感因素积极态度学习动机发散思维聚合思维评价思维课堂活动评价方法
【论文提纲】：Introduction11-14Chapter1Anewwayoflookingathumanintelligences14-241.1TheConceptionofMultipleIntelligences(MI)14-211.1.1KeyconceptsinMI14-151.1.2Thecriteriafortheintelligences15-211.1.3Therelationshipsamongtheintelligences211.2Intellectualoperationsatthelevelofprimaryschoolchildren21-231.3Summary23-24Chapter2ThepotentialofMItheoryinprimaryTEFL24-362.1ThehistoryofMIapplicationinEFLclasses24-262.2TheroleofMIinlongtermmemory26-292.2.1Ausubel’eaningfullearningtheory26-272.2.2MIasameanstocontributetolongtermmemory27-292.3TheroleofMIinimprovingmotivation29-322.3.1Theaffectivefactors,positiveattitudesandmotivation29-312.3.2MIasameanstoincreasestudents’motivation31-322.4TheroleofMIinencouragingcreativity32-342.4.1Theabilitiesofdivergentproduction,convergentproduction,andevaluation32-332.4.2MIasameanstocallforproductivethinking33-342.5Summary34-36Chapter3TheapplicationofMItheorytoforeignlanguageclassroom36-623.1Questionnairesandinventories37-413.1.1MIquestionnaireorpupils37-403.1.2MIquestionnaireorpupil’sparents403.1.3MIquestionnaireorEnglishteachers40-413.2Dataanalysis41-443.3classroomactivities44-493.4Fiveapproachestocurriculumchange49-523.4.1Lessondesign49-503.4.2Interdisciplinaryunit503.4.3Studentprojects50-513.4.4Assesents513.4.5Apprenticeships51-523.5Personalauditsofteachingstrategies52-573.6Differentassesenttechniquesaddressingtheeightintelligences57-613.7Summary61-62Chapter4Anempiricalresearch62-874.1Researchsubjects624.2Methodology62-754.2.1Participantsandsetting62-634.2.2Sample634.2.3Researchdescription63-654.2.4Basichypotheses65-724.2.5TeachingplanorClass1andClass72-734.2.6HomeworkforClass1andClass273-744.2.7PosttrialEnglishquiz744.2.8PostresearchEnglishstudyinterestsinvestigation74-754.3Dataanalysis75-834.3.1Datasources754.3.2Dataanalysis75-834.3.2.1Thecomparisonofthetestincludinglistening,readingandwriting75-784.3.2.2Thecomparisonofthedatafromthepostresearchquestionnaires78-834.4Results83-854.5Conclusions85-87Chapter5Conclusion87-90Bibliography90-93Appendixes93-127AppendixAMISurveyPupils93-97AppendixBMISurveyPupil’sParents97-101AppendixCMISurveyEnglishTeacher101-104AppendixDPersonalMIDataofPupil104-108AppendixEPersonalMIDataofEnglishTeacher108-110AppendixFClasses’MIAnalysisTable110-114AppendixGTeachingActivitiesSurveyEnglishTeacher114-123AppendixHExtrahomework(selected)show123-124AppendixIQuestionnaireofPostresearchEnglishstudyinterestsinvestigation124-127