多元智能理论指导下初中物理教学实践研究

发布时间：2018-06-07 01:12

本文选题：多元智能 + 物理概念教学　；参考：《上海师范大学》2017年硕士论文

【摘要】：霍华德·加德纳在1983年提出了多元智能理论,该理论所倡导的教育理念与新课程改革的核心思想非常吻合,在初中物理新课程改革的浪潮中,我们可以借鉴多元智能理论不断提升教学效果。本研究是以多元智能理论为指导,在调查了初中学生的多元智能发展现状的基础上,对利用多元智能理论指导初中物理教学实践中的某一环节——概念教学进行了理论和实践上的初步探索。本文主要分为以下四个部分:第一部分是本研究的理论基础,阐述了加德纳多元智能理论产生的背景、依据、八项智能的内容及主要观点,并在此基础上分析了多元智能理论与初中物理概念教学的关系及对其的指导意义。第二部分是初中学生多元智能现状的调查,以问卷调查的形式对上海地区部分初中学生的智能结构和智能分布进行调查,并对调查结果进行整体性分析和差异性分析,得到以下结论:(1)整体分析,所有学生均拥有八种智能,但是程度有所不同,绝大部分学生智能测试得分处于中间阶段,个别智能除外;(2)性别差异性比较,男生的数理-逻辑智能优于女生,女生的语言智能、音乐智能优于男生,其他智能方面无显著性差异。(3)不同学校差异性比较,民办初中在数理-逻辑智能和语言智能方面优于个别公办初中,在其他智能方面不存在显著性的差异。第三部分是多元智能理论指导下的初中物理概念教学策略和模式的探讨,基于初中学生智能结构和分布特点,结合本地区教育教学现状,以空间智能、自然观察者智能和身体-动觉智能为出发点,提出了四种教学策略,分别是图像呈现策略、现象观察策略、学生实验策略和科学探究策略,并在此基础上对常用的两种教学模式进行了构建和举例。第四部分是教学实践研究部分,在对多元智能理论探讨的基础上,结合相应的教学设计和初中教学的实际情况,在上海地区某公办初中进行教学实践探索。结果表明,以多元智能理论指导初中物理概念教学行之有效,可以取得良好教学效果。研究的创新点在于,以与物理课程密切相关的三种智能为出发点,结合初中学生智能结构和身心发展特点,开发适合他们的教学策略,并构建了教学模式,其一,以空间智能、自然观察者智能和身体-动觉智能为出发点研究概念教学的实践较少;其二,在该观点下结合某一特定学段——初中阶段物理概念教学的研究更少;其三,具有可操作性,在一定程度上保证了教学的多样化,且达到了优化初中物理概念教学的目的。
[Abstract]:Howard Gardner put forward the theory of multiple intelligences in 1983. The educational idea advocated by the theory is very consistent with the core idea of the new curriculum reform. We can learn from the theory of multiple intelligences to improve the teaching effect. This research is guided by the theory of multiple intelligences, on the basis of investigating the current situation of the development of multiple intelligences of junior high school students. In this paper, the theory of multiple intelligences is used to guide the concept teaching in physics teaching practice of junior high school. This paper is divided into four parts: the first part is the theoretical basis of this study, elaborated the background of Gardner's theory of multiple intelligences, the basis, the content of the eight intelligence and the main points of view. On this basis, the relationship between the theory of multiple intelligences and physics concept teaching in junior high school and its guiding significance are analyzed. The second part is the investigation of the current situation of junior high school students' multiple intelligences. The investigation on the intelligence structure and intelligence distribution of some junior middle school students in Shanghai is carried out in the form of questionnaire, and the overall analysis and difference analysis of the survey results are carried out. Conclusion: 1) the overall analysis shows that all the students have eight kinds of intelligence, but the degree is different. Most of the students' intelligence test scores are in the middle stage, with the exception of individual intelligence. Boys' mathematical logic intelligence is superior to girls', girls' language intelligence, music intelligence is superior to boys', and there is no significant difference in other intelligence aspects. Private junior middle school is superior to individual public junior high school in mathematical logic intelligence and language intelligence, but there is no significant difference in other intelligence aspects. The third part discusses the teaching strategies and models of physics concept under the guidance of multiple intelligences theory. Based on the intelligence structure and distribution characteristics of junior middle school students, combined with the present situation of education and teaching in the region, the author uses spatial intelligence. Based on natural observer intelligence and body-kinesthetic intelligence, four teaching strategies are proposed, which are image presentation strategy, phenomenon observation strategy, student experimental strategy and scientific inquiry strategy. On the basis of this, two kinds of teaching models are constructed and exemplified. The fourth part is the teaching practice research part. On the basis of discussing the theory of multiple intelligences, combining the corresponding teaching design and the actual situation of junior middle school teaching, the author carries on the teaching practice exploration in a public junior middle school in Shanghai area. The results show that the theory of multiple intelligences is effective in guiding physics concept teaching in junior high school, and good teaching effect can be obtained. The innovation of the research lies in that, taking three kinds of intelligence closely related to physics curriculum as the starting point, combining the intelligence structure of junior middle school students and the characteristics of physical and mental development, we develop the teaching strategy suitable for them, and construct the teaching mode. Natural observer intelligence and body-kinesthetic intelligence as the starting point of the research concept teaching practice is less; second, under this view combined with a specific learning phase-junior middle school physical concept teaching research is even less; third, operational, To a certain extent, the diversification of teaching is ensured, and the aim of optimizing physics concept teaching in junior high school is achieved.
【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】：G633.7

【参考文献】