基于多元智能理论的小学英语课堂教学活动设计

发布时间：2019-04-24 23:05

【摘要】：1983年美国哈佛大学教授霍华德加德纳提出了多元智能理论,强调了学生智能的多元性、独特性和发展性。多元智能理论更重视学生的个体差异,鼓励老师配合学生的学习,采用多元模式的授课方式,以发挥最大的学习效率。这一智能理论的提出不断推进教育理念和教学实践的相结合。小学英语课堂教学改革研究已进行多年,传统的课堂偏重以教师为中心的教学方式,新的教学模式则考虑到学生作为学习者本身的学习策略,即是以学习者为中心的交际性教学。面对英语教学的改革,教师应该如何应对,如何在技能培养和教学目标的找到理论和实践的结合点,如何融合英语教材和教法,提高自己的教学技巧和策略,多元智能理论可以提供一些思路。本研究主要从多元智能的角度分析小学英语课堂教学活动开展的现状和存在的问题,同时从多元智能出发,提出该理论如何启发英语教师在课堂上灵活运用教材,培养学生多元的能力的具体对策,并以丰富的课堂教学活动设计实例来说明。本研究的对象上海市日新实验小学三年级的五名英语教师和三1班、三2班和三3班的116名学生。研究的方法采用了访谈法、问卷调查法和观察法等。本文主要研究了以下三个问题:其一,多元智能理论下的教学活动的开展如何影响学生的智能水平?其二,英语教师在课堂教学活动设计中对于智能活动的开展现状如何?有哪些经验、问题和困惑?其三,如何将多元智能的理论结合现有教材和课程,进一步提高智能活动开展的有效性?研究发现教师的课堂设计理念、教学活动中多元智能活动的数量和活动的有效性,能够影响影响到学生多元智能的发展。在三2班和三3班发现教师在教学活动中包含了较多智能类型,学生的学习兴趣高昂,英语学习的自信心也比较高。在智能方面,教师的教学理念和教学风格会对学生产生影响,而多元智能活动类型的高效利用,不流于表面和形式,也会影响课堂教学的质量。因此,在理论研究和调查研究的基础上,提出基于多元智能理论的课堂教学活动设计策略和基于课标和课程的小学英语课堂教学活动的单元设计案例,在教师中推广多元智能理论的学习和研究,根据牛津英语单元性和具体的知识特点来选取比较适合的智能活动类型,并强调智能活动的高质和高效。
[Abstract]:Harvard professor Howard Gardner put forward the theory of multiple intelligences in 1983, which emphasized the pluralism, uniqueness and development of students' intelligence. The theory of multiple intelligences pays more attention to individual differences of students, encourages teachers to cooperate with students' study, and adopts multi-mode teaching method in order to maximize learning efficiency. The proposal of this intelligent theory continues to promote the combination of educational concept and teaching practice. The research on the reform of English classroom teaching in primary school has been carried out for many years. The traditional classroom focuses on the teacher-centered teaching method, and the new teaching mode takes into account the students' learning strategies as learners themselves. That is, learner-centered communicative teaching. In the face of the reform of English teaching, how should teachers deal with it, how to find the combination of theory and practice in skill training and teaching objectives, how to integrate English teaching materials and teaching methods, and how to improve their teaching skills and strategies. The theory of multiple intelligences can provide some ideas. This study mainly analyzes the current situation and existing problems of English classroom teaching activities in primary schools from the perspective of multiple intelligences. At the same time, from the perspective of multiple intelligences, this paper puts forward how to inspire English teachers to use teaching materials flexibly in the classroom. The concrete countermeasures of cultivating students' pluralistic abilities are illustrated by examples of rich classroom teaching activities. In this study, five English teachers and 116 students in Class 3, Class 3 and Class 3 in Shanghai Rixin Experimental Primary School were enrolled in the study. Interview method, questionnaire method and observation method were used in the study. This paper mainly studies the following three questions: first, how does the development of teaching activities under the theory of multiple intelligences affect students' intelligence level? Second, what is the current situation of the development of intelligent activities by English teachers in the design of classroom teaching activities? What are the experiences, questions, and puzzles? Third, how to combine the theory of multiple intelligences with the existing teaching materials and courses to further improve the effectiveness of the development of intelligent activities? It is found that teachers' concept of classroom design, the number and effectiveness of multi-intelligence activities in teaching activities can affect the development of students' multi-intelligences. In Class 3, Class 3 and Class 3, it is found that teachers include more types of intelligence in teaching activities, students' interest in learning is high, and self-confidence in English learning is also relatively high. In the aspect of intelligence, teachers' teaching ideas and styles will have an impact on the students, and the efficient use of the types of multi-intelligence activities will not flow to the surface and form, which will also affect the quality of classroom teaching. Therefore, on the basis of theoretical research and investigation, this paper puts forward the strategies of classroom teaching activity design based on the theory of multiple intelligences and the case of unit design of primary school English classroom teaching activities based on curriculum standard and curriculum. In order to promote the study and research of multiple intelligences among teachers, we choose suitable types of intelligent activities according to Oxford English unit and specific characteristics of knowledge, and emphasize the high quality and high efficiency of intelligent activities.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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