多元智能、学习风格与英语成绩的相关研究

论文摘要

近年来,“以学习者为中心”的教学思想倍受推崇,如今的外语教学研究更多地将其重点放在语言学习主体的研究上。而学习风格作为学习者个体差异的一个重要组成部分,是学习者在学习中表现出来的最基本的个性特征。由哈佛大学的教育学教授霍华德·加德纳提出的多元智能理论,指出人类可以在不同的情境下运用每一种智能,使每一种智能都可以发展。因此,如果给予适当的鼓励、提供丰富的环境与指导,每个人都有能力将所有的智能发展到一个相当高的水平。没有多元智能,学习风格将不能很好地顾及学习内容;没有学习风格,多元智能理论也不能顾及思考、感受等不同的学习历程。学习风格与多元智能,这两个关系到学习者个体变量的相关研究是值得人们关注的。本文以河北师范大学的一百三十三名学生为研究对象,使用多元智能量表和Reid的感知风格量表,运用描述统计,皮尔逊相关分析等统计方法,分析研究师范院校大学生学习风格特点、多元智能特点、多元智能与学习风格的关系、多元智能与学习成绩的关系、学习风格与英语成绩的关系。根据数据分析报告,本论文得出以下结论:1.师范学校的英语专业学生呈现多样化的学习风格倾向。最典型的学习风格分别为独立型、体验型和动手型,而小组型比率较低。2.被调查学生内省智能、交往智能、语言智能比较突出,自然智能、音乐智能相对较弱。3.八种智能除音乐智能,其他智能均与学习风格有显著性正相关。4.交往智能与英语成绩之间呈显著性负相关。5.相关分析表明,学习风格与总成绩之间不呈显著性相关。本论文通过对师范学校英语学习者的学习风格特征与多元智能特点进行分析研究,进而提高教师和学生对学习风格与多元智能的认识,为英语教学提出建议,来促进英语课堂上学习风格和教学风格的适配,学习风格与多元智能的相结合,探讨学校英语教学的思路和途径。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Background of the Research
• 1.2 Aims and Significance of the Research
• 1.3 Structure of the Thesis
• Chapter Two Literature Review
• 2.1 Theories and Related Research of Multiple Intelligences
• 2.1.1 Background of Multiple Intelligences
• 2.1.2 Definition of Multiple Intelligences
• 2.1.3 Principles of Multiple Intelligences Theory
• 2.1.4 Advantages of Using Multiple Intelligences theory in Foreign Language Teaching
• 2.1.5 Previous Research on Multiple Intelligences
• 2.2 Theories and Related Research of Learning Styles
• 2.2.1 Definitions of Learning Styles
• 2.2.2 Classification of Learning Styles
• 2.2.2.1 Cognitive Learning Styles
• 2.2.2.2 Sensory Learning Styles
• 2.2.2.3 Personality Learning Styles
• 2.2.3 Instruments of Learning Styles
• 2.2.4 The Significance of Studying Learning Styles
• 2.2.5 Previous Studies on Learning Styles
• 2.3 Learning Styles VS. Multiple Intelligences
• Chapter Three Research Design
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.4 Procedure
• 3.5 Data Analysis
• Chapter Four Data Presentation and Discussion
• 4.1 Data Presentation
• 4.1.1 Individual Differences in Multiple Intelligence Profiles
• 4.1.2 Result of Learning Style Questionnaire
• 4.1.3 Correlation Analysis of Learning Styles and Multiple Intelligences
• 4.1.4 Correlation Analysis of Multiple Intelligences and English Achievement
• 4.1.5 Correlation Analysis of Learning Styles and English Achievement
• 4.2 Discussion
• 4.2.1 Discussion of the Multiple Intelligences’ Findings
• 4.2.2 Discussion of the Learning Styles’ Findings
• 4.2.3 Discussion of the Correlations between Learning Styles and Multiple Intelligences
• 4.2.4 Discussion of the Correlations between Multiple Intelligences and English Achievement
• 4.2.5 Discussion of the Correlations between Learning Styles and English Achievement
• Chapter Five Implications for English Language Teaching
• 5.1 Suggestions of the Applications of Multiple Intelligences
• 5.2 Diagnosing Learning Styles and Developing Self-aware Learners
• 5.2.1 Diagnosing Learning Styles
• 5.2.2 Developing Self-aware Learners
• 5.3 Application of Differentiating Instruction
• 5.3.1 Definition and Purpose of Differentiating Instruction
• 5.3.2 Teacher’s Roles and Tasks
• 5.3.3 Ways of Evaluating Students in Terms of Differentiating Instruction
• 5.4 Suggestions on Foreign Language Learners
• Chapter Six Conclusion
• 6.1 Summary of the Major Findings
• 6.2 Suggestions for English Teaching
• 6.3 Limitations of the Study
• Bibliography
• Appendix I
• Appendix II
• Appendix III
• Appendix IV
• Acknowledgements
• Academic Achievements