成功智力理论指导下的初中生物教学研究
发布时间：2018-07-29 21:04
【摘要】：美国耶鲁大学心理学教授斯腾伯格所提出的成功智力理论将智力分为分析性智力、创造性智力和实践性智力三个关键方面。笔者通过介绍成功智力理论的定义、组成和理论特点,并在查阅大量文献资料的基础上对国内外成功智力理论指导教学的研究进展情况进行述评。由于传统智力理论指导下的教学方法多注重学生分析性智力,而忽略了学生创造性智力和实践性智力的培养,为了在初中生物课程教学中寻找适合学生且能够提升和发展学生三种智力(分析性智力、创造性智力和实践性智力)的教学策略,笔者对部分中学生物教师和初中一、二年级学生进行问卷与访谈相结合的调查,了解到初中生现有的生物课程的学习状况和智力特点以及教师主要采用的教学方法。发现大部分学生情感上有主动探究生物现象的兴趣和独立完成实验后的成就感,这正是培养学生分析、创造和实践能力的重要基础；再者学生培养能力大多只停留在想法上,具体实施方面有所欠缺,积极性尚没有完全调动起来,因此学生的分析、创造和实践能力还需要在教师的帮助下进一步发掘和提高。笔者以成功智力理论为指导将学生分组进行对照教学实验,加以分析,希望找寻适合初中学生生物学习的教学方式与方法,提高学生的综合能力。笔者以福州市延安中学初中一年级6个班级作为实验研究对象(其中3个班级作为实验组,另3个为对照组),通过成功智力理论指导下教学策略的实施,从定量和定性两方面比较学生的成功智力以及学习成绩和学习兴趣发展状况,借此检验针对三种智力所提出的教学策略的有效性。通过分组对照实验法实施实验教学计划,对实验研究对象的成功智力进行科学的前测和后测,并运用SPSS专业统计工具进行统计学分析和评价；并在实施实验教学计划后,对实验组的三个班级进行问卷调查和访谈,并与前测调查问卷进行对比分析。通过研究,笔者发现以成功智力理论为指导的教学模式,可以充分发挥学生自身的能动性,提高学生自主参与的精神,让学生感受到学习并不是简单枯燥的记忆,而是一种积极思考、认真分析,反复验证并解决问题的过程,从而提高学生的科学素养和适应多变环境的能力,并通过对生活的观察和实践来提高发现问题与解决问题的能力,进而获得宝贵的生活体验。但由于研究时问较短,且笔者研究能力和教学实践经验均有待提高,因此未能对成功智力理论指导下的初中生物教学策略进行深入、系统的分析和设计；此外,评价环节未能完全按照“TIA”的评价系统执行,实验阶段只是让学生彼此之间进行了简单的互相评价和家长的总体评价,严格执行“TIA”的评价系统的方式和方法有待今后日常教学中进一步加以探索,也希冀广大教学同仁予以批评指正。
[Abstract]:The successful intelligence theory put forward by Yale University psychology professor divides intelligence into three key aspects: analytical intelligence creative intelligence and practical intelligence. The author introduces the definition, composition and theoretical characteristics of successful intelligence theory, and reviews the research progress of successful intelligence theory instruction at home and abroad on the basis of consulting a lot of literature. Under the guidance of traditional intelligence theory, the teaching method pays more attention to the students' analytical intelligence, but neglects the cultivation of students' creative intelligence and practical intelligence. In order to find the teaching strategies suitable for the students and to promote and develop the students' three kinds of intelligence (analytical intelligence, creative intelligence and practical intelligence) in the biology course teaching of junior high school, the author makes a study of some biology teachers and junior high school students in junior middle school. Through the investigation of questionnaire and interview, the junior high school students' learning status and intelligence characteristics of biology curriculum and the teaching methods adopted by teachers were found out. It is found that most students have an interest in actively exploring biological phenomena and a sense of achievement after completing the experiment independently, which is the important foundation of cultivating students' ability of analysis, creation and practice. The concrete implementation aspect is deficient, the enthusiasm has not been fully mobilized, therefore, the student's analysis, creation and practice ability also needs to be further explored and improved with the help of the teacher. Under the guidance of the theory of successful intelligence, the author divided the students into two groups and analyzed them, hoping to find out the teaching methods and methods suitable for junior middle school students' biological learning, and to improve the students' comprehensive ability. The author takes 6 classes in the first grade of junior middle school in Fuzhou Yanan Middle School as the experimental object (3 classes as the experimental group and 3 as the control group) and carries out the teaching strategies under the guidance of the theory of successful intelligence. In order to test the effectiveness of the teaching strategies proposed for the three kinds of intelligence, this paper compares students' successful intelligence, academic achievement and interest in learning from quantitative and qualitative aspects. The experiment teaching plan is carried out by grouping control experiment method, the successful intelligence of the experimental object is scientifically tested and post-tested, and the statistical analysis and evaluation are carried out by using SPSS professional statistical tool, and after the experiment teaching plan is carried out, the experiment teaching plan is carried out. The three classes in the experimental group were investigated and interviewed, and compared with the pre-test questionnaire. Through the research, the author finds that the teaching mode guided by the theory of successful intelligence can give full play to students' initiative, improve the spirit of students' independent participation, and let students feel that learning is not a simple and boring memory. It is a process of positive thinking, careful analysis, repeated verification and problem-solving, so as to improve students' scientific literacy and ability to adapt to changing circumstances, and to improve their ability to discover and solve problems through observation and practice of life. And then get a valuable life experience. However, because the research is short, and the author's research ability and teaching practice experience need to be improved, the teaching strategies of junior high school biology under the guidance of successful intelligence theory can not be deeply analyzed and designed systematically. The evaluation process was not carried out completely according to the evaluation system of "TIA". In the experiment stage, the students were given a simple mutual evaluation and a general evaluation of their parents. The ways and methods of strictly carrying out the evaluation system of "TIA" need to be further explored in the daily teaching in the future, and it is also hoped that the teaching colleagues will criticize and correct it.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
本文编号：2154014
[Abstract]:The successful intelligence theory put forward by Yale University psychology professor divides intelligence into three key aspects: analytical intelligence creative intelligence and practical intelligence. The author introduces the definition, composition and theoretical characteristics of successful intelligence theory, and reviews the research progress of successful intelligence theory instruction at home and abroad on the basis of consulting a lot of literature. Under the guidance of traditional intelligence theory, the teaching method pays more attention to the students' analytical intelligence, but neglects the cultivation of students' creative intelligence and practical intelligence. In order to find the teaching strategies suitable for the students and to promote and develop the students' three kinds of intelligence (analytical intelligence, creative intelligence and practical intelligence) in the biology course teaching of junior high school, the author makes a study of some biology teachers and junior high school students in junior middle school. Through the investigation of questionnaire and interview, the junior high school students' learning status and intelligence characteristics of biology curriculum and the teaching methods adopted by teachers were found out. It is found that most students have an interest in actively exploring biological phenomena and a sense of achievement after completing the experiment independently, which is the important foundation of cultivating students' ability of analysis, creation and practice. The concrete implementation aspect is deficient, the enthusiasm has not been fully mobilized, therefore, the student's analysis, creation and practice ability also needs to be further explored and improved with the help of the teacher. Under the guidance of the theory of successful intelligence, the author divided the students into two groups and analyzed them, hoping to find out the teaching methods and methods suitable for junior middle school students' biological learning, and to improve the students' comprehensive ability. The author takes 6 classes in the first grade of junior middle school in Fuzhou Yanan Middle School as the experimental object (3 classes as the experimental group and 3 as the control group) and carries out the teaching strategies under the guidance of the theory of successful intelligence. In order to test the effectiveness of the teaching strategies proposed for the three kinds of intelligence, this paper compares students' successful intelligence, academic achievement and interest in learning from quantitative and qualitative aspects. The experiment teaching plan is carried out by grouping control experiment method, the successful intelligence of the experimental object is scientifically tested and post-tested, and the statistical analysis and evaluation are carried out by using SPSS professional statistical tool, and after the experiment teaching plan is carried out, the experiment teaching plan is carried out. The three classes in the experimental group were investigated and interviewed, and compared with the pre-test questionnaire. Through the research, the author finds that the teaching mode guided by the theory of successful intelligence can give full play to students' initiative, improve the spirit of students' independent participation, and let students feel that learning is not a simple and boring memory. It is a process of positive thinking, careful analysis, repeated verification and problem-solving, so as to improve students' scientific literacy and ability to adapt to changing circumstances, and to improve their ability to discover and solve problems through observation and practice of life. And then get a valuable life experience. However, because the research is short, and the author's research ability and teaching practice experience need to be improved, the teaching strategies of junior high school biology under the guidance of successful intelligence theory can not be deeply analyzed and designed systematically. The evaluation process was not carried out completely according to the evaluation system of "TIA". In the experiment stage, the students were given a simple mutual evaluation and a general evaluation of their parents. The ways and methods of strictly carrying out the evaluation system of "TIA" need to be further explored in the daily teaching in the future, and it is also hoped that the teaching colleagues will criticize and correct it.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
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