多元智能理论在初中英语语法教学中的应用
发布时间：2023-11-27 19:58
语法是语言学习的基础,掌握牢固的语法知识对英语学习具有促进作用。随着新课程改革地不断深入,我国《义务教育英语课程标准(2017)》也明确提出语法知识的学习会直接影响学生语言综合能力的运用这一观点,对教师的语法教学和学生语法学习提出了更高的要求。笔者在研究中学语法教学现状时发现,目前的语法教学还存在以下几种问题:第一,教师使用单一的教学方法忽视了学生的个体差异性;第二,教师对课堂活动的轻视导致课堂气氛的沉闷;第三,教师过分注重语法训练忽视学生语言综合运用能力的培养。同样,学生在学习语法过程中也存在一些问题。第一,由于复杂的语法内容和繁多的语法规则,学生容易产生畏惧心理。第二,学生机械性的学习模式导致他们学习积极性不高,从而对语法学习不感兴趣。第三,学生对学习语法的目的较为模糊,也对语法学习不够重视。为改善上述师生在语法方面存在的问题,探索有效的语法教学方法势在必行。1983年美国心理学家霍华德首次提出多元智能理论,该理论在教育领域中强调教师在教学过程中要通过发现学生不同的智能水平,因材施教,满足学生不同程度的知识需要。所以笔者尝试运用多元智能理论指导中学语法教学,以期通过设计多样化的教学...
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Research Questions
1.5 Research Methods
1.6 Thesis Structure
Chapter Two Literature Review
2.1 Description of MIT
2.1.1 Basic Content of MIT
2.1.2 Educational Connotation of MIT
2.2 Previous Research on MIT Abroad and at Home
2.2.1 Previous Research on MIT Abroad
2.2.2 Previous Research on MIT at Home
2.3 Related Studies on Grammar Teaching Abroad and at Home
2.3.1 Studies on Grammar Teaching Abroad
2.3.2 Studies on Grammar Teaching at Home
2.4 Grammar Teaching From MIT Perspective
Chapter Three Theoretical Framework
3.1 Humanistic Theory
3.1.1 Connotation of Humanistic Theory
3.1.2 Concept of Learning and Teaching in Humanistic Theory
3.2 Constructivism
3.2.1 Constructivist View of Learning
3.2.2 Constructivist View of Teaching
Chapter Four Research Design
4.1 Research Hypotheses
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Tests
4.3.2 Questionnaires
4.3.3 Interviews
4.4 Research Procedures
4.4.1 Pre-test
4.4.2 Questionnaire before the Experiment in EC
4.4.3 Interview before the Experiment
4.4.4 Teaching Procedures
4.4.5 Post-test
4.4.6 Questionnaire after the Experiment in EC
4.4.7 Interview after the Experiment
4.5 A Teaching Sample
Chapter Five Data Analysis and Discussion
5.1 Data Analysis of Tests
5.1.1 Data Analysis of the Pre-test in CC and EC
5.1.2 Data Analysis of the Post-test in CC and EC
5.1.3 Comparison of the Pre-test and Post-test in CC
5.1.4 Comparison of the Pre-test and Post-test in EC
5.2 Data Analysis of Questionnaires
5.2.1 Students’Intelligence Level before the Experiment
5.2.2 Students’Intelligence Level after the Experiment
5.2.3 Analysis of Questionnaire A
5.2.4 Analysis of Questionnaire B
5.3 Analysis of Interviews
5.3.1 Analysis of the Interview before the Experiment
5.3.2 Analysis of the Interview after the Experiment
Chapter Six Conclusion
6.1 Major Findings
6.2 Limitations
6.3 Suggestions for the Further Research
Bibliography
Appendix Ⅰ Pre-test For English Grammar
Appendix Ⅱ Score List of Pre-test in EC
Appendix Ⅲ Score List of Pre-test in CC
Appendix Ⅳ Multiple Intelligences Questionnaire
Appendix Ⅴ Questionnaire A
Appendix Ⅵ Post-test For English Grammar
Appendix Ⅶ Score List of Post-test in EC
Appendix Ⅷ Score List of Post-test in CC
Appendix Ⅸ Questionnaire B
本文编号：3868477
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Research Questions
1.5 Research Methods
1.6 Thesis Structure
Chapter Two Literature Review
2.1 Description of MIT
2.1.1 Basic Content of MIT
2.1.2 Educational Connotation of MIT
2.2 Previous Research on MIT Abroad and at Home
2.2.1 Previous Research on MIT Abroad
2.2.2 Previous Research on MIT at Home
2.3 Related Studies on Grammar Teaching Abroad and at Home
2.3.1 Studies on Grammar Teaching Abroad
2.3.2 Studies on Grammar Teaching at Home
2.4 Grammar Teaching From MIT Perspective
Chapter Three Theoretical Framework
3.1 Humanistic Theory
3.1.1 Connotation of Humanistic Theory
3.1.2 Concept of Learning and Teaching in Humanistic Theory
3.2 Constructivism
3.2.1 Constructivist View of Learning
3.2.2 Constructivist View of Teaching
Chapter Four Research Design
4.1 Research Hypotheses
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Tests
4.3.2 Questionnaires
4.3.3 Interviews
4.4 Research Procedures
4.4.1 Pre-test
4.4.2 Questionnaire before the Experiment in EC
4.4.3 Interview before the Experiment
4.4.4 Teaching Procedures
4.4.5 Post-test
4.4.6 Questionnaire after the Experiment in EC
4.4.7 Interview after the Experiment
4.5 A Teaching Sample
Chapter Five Data Analysis and Discussion
5.1 Data Analysis of Tests
5.1.1 Data Analysis of the Pre-test in CC and EC
5.1.2 Data Analysis of the Post-test in CC and EC
5.1.3 Comparison of the Pre-test and Post-test in CC
5.1.4 Comparison of the Pre-test and Post-test in EC
5.2 Data Analysis of Questionnaires
5.2.1 Students’Intelligence Level before the Experiment
5.2.2 Students’Intelligence Level after the Experiment
5.2.3 Analysis of Questionnaire A
5.2.4 Analysis of Questionnaire B
5.3 Analysis of Interviews
5.3.1 Analysis of the Interview before the Experiment
5.3.2 Analysis of the Interview after the Experiment
Chapter Six Conclusion
6.1 Major Findings
6.2 Limitations
6.3 Suggestions for the Further Research
Bibliography
Appendix Ⅰ Pre-test For English Grammar
Appendix Ⅱ Score List of Pre-test in EC
Appendix Ⅲ Score List of Pre-test in CC
Appendix Ⅳ Multiple Intelligences Questionnaire
Appendix Ⅴ Questionnaire A
Appendix Ⅵ Post-test For English Grammar
Appendix Ⅶ Score List of Post-test in EC
Appendix Ⅷ Score List of Post-test in CC
Appendix Ⅸ Questionnaire B
本文编号：3868477
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/3868477.html
