新型教学模式的探讨：多元智能理论在中学英语教学中的应用

论文摘要

多元智能理论的提出改变了人们的智能观念,它对英语教学有着重大的指导意义。本文旨在以英语教学为切入点,探讨了在多元智能理论指导的教学模式下,学生对英语学习的兴趣,对多元智能活动、教材与主题式教学的反应,教室内互动的情形以及他们对于四种语言艺术的表现与看法,以期为该理论拓展更广阔的应用空间。本研究的被试是八十四位初中二年级的学生。研究者根据他们的多元智能表现与对英语课的意见来设计课程。在实验过程中,研究者观察他们在课堂上的反应与表现,要求学生记录自己个人的英语学习日志,并请他们在实验结束后回答一份有关上课态度的问卷。最后通过分析讨论得出结论,即多元智能教学模式提高了学生对学习英语的兴趣;学生喜欢多元智能活动;学生喜欢通过学习课外补充教材来加强英语学习;学生对主题式英语教学给予肯定的意见;课堂上学生间及师生间的互动很不错;学生在英语听、说、读、写四方面的表现均有进步。研究者认为,运用多元智能理论指导英语教学所取得的成果,不仅表现在英语学科成绩的提高,更表现在学生多元智能的发展。本研究将促使教师不断思考如何以学生个性智能发展特点为向导,以多元方式呈现不同的教学内容,为学生的学习积极提供丰富的英语学习环境。

论文目录

• Abstract（Chinese）
• Abstract（English）
• Synopsis（Chinese）
• Synopsis（English）
• Chapter One Introduction
• 1.1 Background and Motivation
• 1.2 Research Purposes
• 1.3 Research Questions
• 1.4 Definition of Terms
• 1.5 Significance of the Research
• Chapter Two Theory and Application of Multiple Intelligences
• 2.1 Development and Philosophy of Gardner's Theory of Multiple Intelligences
• 2.1.1 Development of Gardner's Theory of Multiple Intelligences
• 2.1.2 Gardner's Theory of Multiple Intelligences
• 2.2 Implications and Myths of the Theory of Multiple Intelligences
• 2.2.1 Implications of the Theory of Multiple Intelligences
• 2.2.2 Myths and Realties of Multiple Intelligences
• 2.2.3 Multiple Intelligences and Learning Styles
• 2.3 The Relationship Between Learning Abilities and the Theory of Multiple Intelligences.
• 2.4 Assessment inthe Theory of Multiple Intelligences
• 2.4.1 Guide to Assessment Instrument of the Theory of Multiple Intelligences
• 2.4.2 Authentic Assessment and Standardized Testing
• 2.4.3 Tools for Assessing Multiple Intelligences
• 2.5 Application of the Theory of Multiple Intelligences in English Instruction
• Chapter Three Research Methodology
• 3.1 Subjects
• 3.2 Instruments
• 3.2.1 A Questionnaire on Students' Multiple Intelligences Performance
• 3.2.2 A Questionnaire on Students' Opinions of English Learning
• 3.2.3 A Questionnaire on Students' Attitude Toward English Learning in the MI Class
• 3.2.4 A Classroom Observation Checklist
• 3.2.5 Students' English Learning Journals
• 3.2.6 Students' Assigned Works for Assessment
• 3.3 Procedures
• 3.4 Data Analysis
• 3.4.1 Quantitative Analysis
• 3.4.2 Qualitative Analysis
• Chapter Four Results and Discussion
• 4.1 The Influence of the MI Model on Students' Interest in Learning English
• 4.2 The Students' Responses to MI Activities,Learning Materials,and Thematic Teaching.
• 4.2.1 Discussion about the Students' Responses to MI Activities
• 4.2.2 Discussion about the Students' Responses to Learning Materials
• 4.2.3 Discussion about the Students' Responses to Thematic Teaching
• 4.3 The Students' Responses to the Classroom Interaction
• 4.4 The Students' Performance and Responses to the Four Language Arts
• 4.4.1 The Students' Performance and Responses to Listening Activities
• 4.4.2 The Students' Performance and Responses to Speaking Activities
• 4.4.3 The Students' Performance and Responses to Reading Activities
• 4.4.4 The Students' Performance and Responses to Writing Activities
• Chapter Five Conclusions
• 5.1 Conclusions
• 5.2 Implications
• 5.3 Suggestions
• REFERENCES
• Appendices
• Appendix A A Questionnaire on Students' Multiple Intelligences Performance
• Appendix B A Questionnaire on Students' Opinions of English Learning
• Appendix C A Questionnaire on Students' Attitude Toward English Learning in the MI Class
• Appendix D Transcriptions of Students' Responses to the Questionnaire on Students' Attitude Toward English Learning in the MI Class
• Appendix E A Classroom Observation Checklist（Campbell,Campbell & Dickson,1998）
• Appendix F Students' English Learning Journals
• Appendix G Transcriptions of Students' Responses to English Learning in the MI Class in Students' English Leaning Journals
• Acknowledgements