發(fā)布時間：2018-03-31 09:32

  本文選題：多元智能理論　切入點：學(xué)習共同體　出處：《上海師范大學(xué)》2017年碩士論文

【摘要】：加德納的多元智能理論為一線教師提供了一種多維度地評估學(xué)生及其學(xué)習過程的理念。學(xué)生的個性化和多元化個性特征、學(xué)習的才能、學(xué)習風格等都在課堂教學(xué)的方法和途徑中發(fā)揮了決定性的作用。將多元智能理論應(yīng)用到教學(xué)過程中來,已經(jīng)被證明是學(xué)校教學(xué)和指導(dǎo)的一種有效途徑。本論文通過文獻資料研究法、問卷調(diào)查法、數(shù)據(jù)分析法和案例法,筆者將多元智能理論運用于一線教學(xué)研究中。首先,本論文通過“小學(xué)生多元智能測量表(附錄一)”來了解學(xué)生的多元智能分布的差異,并在此基礎(chǔ)上對全班學(xué)生進行異質(zhì)分組,科學(xué)合理得組建了若干個小型學(xué)習共同體。這一量表也解決了問題1:如何科學(xué)合理地組建學(xué)習共同體?其次,筆者嘗試學(xué)習共同體的獨立運行。筆者通過學(xué)習共同體在課堂內(nèi)和課堂外的具體實施做法或者案例來具體解答問題2:如何保證學(xué)習共同體在課內(nèi)和課外都能發(fā)揮作用?如何提高學(xué)生在學(xué)習共同體中積極主動地完成課前預(yù)習、課后復(fù)習作業(yè)的積極性?筆者從學(xué)生學(xué)習的五環(huán)節(jié)——預(yù)習、上課、作業(yè)、訂正和評價這些角度出發(fā),詳細地闡述了實驗過程中學(xué)習共同體具體的運行過程。最后,筆者通過卡方檢驗對“附錄二”問卷中的十個問題分別做了前測和后測選項人數(shù)對比分析,通過數(shù)據(jù)分析來說明,學(xué)習共同體的組建和運行對于提高學(xué)生對英語的興趣、提升學(xué)生英語綜合學(xué)習能力、提高學(xué)生完成課前預(yù)習和課后復(fù)習等口語類為主的作業(yè)的積極性和有效性。這些數(shù)據(jù)的分析很全面地解答了問題3.如何對組建的學(xué)習共同體的有效性進行檢測和反饋?筆者通過一個學(xué)期的教學(xué)實踐發(fā)現(xiàn),多元智能學(xué)習共同體在學(xué)生英語的綜合素養(yǎng)提升上有諸多積極作用,如:有效地提升學(xué)生的聽力理解能力和口語表達能力;潛移默化地擴大學(xué)生的詞匯量;有助于拓展學(xué)生的寫作思路,豐富寫作的層次和結(jié)構(gòu);激發(fā)了學(xué)生主動完成書面作業(yè)的積極性,將口語作業(yè)的監(jiān)督落實到實處;培養(yǎng)了學(xué)生認真聆聽他人見解的能力,養(yǎng)成尊重他人的良好品質(zhì);學(xué)生更愿意在共同體中探討解決自己的疑難雜癥,而不是先咨詢父母或者教師;學(xué)生對于英語的興趣都大幅度提高,因而在英語的學(xué)業(yè)成績檢測中也表現(xiàn)出了較大的進步。
[Abstract]:Gardner's theory of multiple intelligences provides first-line teachers with a multi-dimensional assessment of students and their learning processes. Learning style plays a decisive role in the methods and approaches of classroom teaching. The theory of multiple intelligences is applied to the teaching process. It has been proved to be an effective way of teaching and guidance in schools. This paper applies the theory of multiple intelligences to first-line teaching research through literature research, questionnaire survey, data analysis and case law. In this paper, we use the Primary School students' multiple intelligences scale (Appendix I) to find out the differences in the distribution of multiple intelligences, and on the basis of this, we divide the students into heterogeneous groups. Scientific and reasonable construction of a number of small learning communities. This scale also solved the problem 1: how to set up a scientific and reasonable learning community? Secondly, the author tries to learn the independent operation of the community. The author answers question 2 by learning the concrete implementation practices or cases of the community in and out of the classroom: how to ensure that the learning community can play a role both in and out of class? How to improve the enthusiasm of students in the learning community to take the initiative to complete pre-class preparation and review homework after class? From the point of view of the five links of students' study-preview, class, homework, revision and evaluation, the author expounds in detail the specific operation process of the learning community in the course of the experiment. Through chi-square test, the author makes a comparative analysis of the number of pre-test and post-test options for the ten questions in Appendix II questionnaire. Through the data analysis, the author explains that the formation and operation of learning community can improve the students' interest in English. To improve students' comprehensive English learning ability, To improve students' enthusiasm and effectiveness in completing oral homework such as pre-class preparation and after-class review. The analysis of these data fully answers question 3.How to test and feedback the validity of the learning community? Through a semester's teaching practice, the author finds that multiple intelligences learning community has many positive effects on the improvement of students' comprehensive English literacy, such as: effectively improving students' listening comprehension and oral expression ability; Expanding students' vocabulary imperceptibly, helping to expand students' writing ideas, enriching writing levels and structures, arousing students' initiative to complete written homework and putting the supervision of oral English work into practice; Cultivate students' ability to listen carefully to others' opinions and develop good qualities of respecting others; students are more willing to explore and solve their own problems in the community rather than consulting their parents or teachers first. Students' interest in English has been greatly improved, so they have made great progress in the examination of English academic achievements.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

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