基于多元智能理论的教学对高二学生英语成绩影响的实验研究
发布时间：2022-05-08 15:12
根据霍华德·加德纳的多元智能（MI）理论，每个人都不同程度地拥有相对独立的智力，而且每种智力有其独特的认知发展过程。在每次教学过程中，教师开展以多元智能为基础的教学活动，通过多元化的授课方式给学生提供不同的情景来刺激学生的某种智能。与此同时，教师需要对学生成绩提供适当的评价鼓励以促进学习者智能的发展。因此，这次研究旨在了解学生多元智能分布并根据他们的智力特点，在给予适当的指导基础上提高学生的英语成绩。本研究以广东省龙川县第一中学高二年级两个班各取40名文科学生为研究对象来检测一年内基于多元智能理论的教学是否可以提高学生的英语成绩，检测该教学是否可以提高学生智能。实验过程中，笔者对于实验班进行基于多元智能的教学而对照班进行传统的英语教学。实验后笔者收集多元智能问卷调查和成绩的前测后测两次结果。所有数据分析将涉及IBM SPSS Statistics20及Excel2007工具中的描述统计，皮尔逊相关分析，协方差分析及配对样本T检验等统计方法，分析实验组的多元智能分布特点、英语学习成绩以及多元智能与英语学习成绩关系。研究结果如下：1.实验班学生的七大智能中，除了身体运动智能和音乐智能的比例...
【文章页数】：101 页
【学位级别】：硕士
【文章目录】：
Acknowledgements Abstract 摘要 Contents List of Figures and Tables Chapter One Introduction
1.1 Background of the Research
1.2 Research Purpose
1.3 Research Questions
1.4 Significance of the Research Chapter Two Literature Review
2.1 Multiple Intelligences Theory
2.1.1 Definition of MI
2.1.2 Features of the MI Theory
2.1.3 Principles of MI Theory
2.1.4 Development of MI Theory
2.2 Influences of MI Theory on Education
2.3 Related Researches on MI Theory Chapter Three Application of MI Theory to English Classroom of Senior High School
3.1 Benefits of Applying MI Theory to Senior Middle School EFL Teaching
3.1.1 MI Theory and the New National English Curriculum
3.1.2 Advantages of the MI Theory for English Students
3.1.3 Advantages of the MI Theory for Teachers
3.1.4 The Possibility of Applying the MI Theory to English Classroom
3.2 Seven Procedures in Applying MI Theory to English Classroom
3.2.1 Students’Intellectual ProfilesAnalysis
3.2.2 An MI-based Task Design
3.2.3 Homogeneous or Heterogeneous Intelligence Grouping
3.2.4 Pre-Task Intelligences Stimulating
3.2.5 While-Task Intelligences Development
3.2.6 Post-Task MI Assessment
3.2.7 After-Class MI Strengthening
3.3 A Plan to Apply MI-based Instruction in English Classes Chapter Four Research Design
4.1 Research Questions
4.2 Participants
4.3 Instrument
4.4 Procedures
4.4.1 Warming Up and Pre-reading
4.4.2 Reading and Comprehending
4.4.3 Learning about Language
4.4.4 Using Language
4.4.5 Summing Up
4.4.6 A Sample Lesson of MI-Based Instruction for Experimental Group
4.5 Data analysis Chapter Five Results and Discussion
5.1 Results
5.1.1 Results for Research Question 1
5.1.2 Results for Research Question 2
5.2 Discussion
5.2.1 The Effect of MI-based Instruction on the Participants’MI Profiles
5.2.2 The Effect of MI-based Instruction on the Participants’English Performance Chapter Six Conclusions
6.1 Major Findings of the Study
6.2 Suggestions of the Application of the MI Theory
6.3 Suggestions for English Language Teaching
6.4 Limitations of the Present Study and Suggestions for Future Researches References AppendixⅠ AppendixⅡ AppendixⅢ Appendix Ⅳ Appendix Ⅴ
本文编号：3651888
【文章页数】：101 页
【学位级别】：硕士
【文章目录】：
Acknowledgements Abstract 摘要 Contents List of Figures and Tables Chapter One Introduction
1.1 Background of the Research
1.2 Research Purpose
1.3 Research Questions
1.4 Significance of the Research Chapter Two Literature Review
2.1 Multiple Intelligences Theory
2.1.1 Definition of MI
2.1.2 Features of the MI Theory
2.1.3 Principles of MI Theory
2.1.4 Development of MI Theory
2.2 Influences of MI Theory on Education
2.3 Related Researches on MI Theory Chapter Three Application of MI Theory to English Classroom of Senior High School
3.1 Benefits of Applying MI Theory to Senior Middle School EFL Teaching
3.1.1 MI Theory and the New National English Curriculum
3.1.2 Advantages of the MI Theory for English Students
3.1.3 Advantages of the MI Theory for Teachers
3.1.4 The Possibility of Applying the MI Theory to English Classroom
3.2 Seven Procedures in Applying MI Theory to English Classroom
3.2.1 Students’Intellectual ProfilesAnalysis
3.2.2 An MI-based Task Design
3.2.3 Homogeneous or Heterogeneous Intelligence Grouping
3.2.4 Pre-Task Intelligences Stimulating
3.2.5 While-Task Intelligences Development
3.2.6 Post-Task MI Assessment
3.2.7 After-Class MI Strengthening
3.3 A Plan to Apply MI-based Instruction in English Classes Chapter Four Research Design
4.1 Research Questions
4.2 Participants
4.3 Instrument
4.4 Procedures
4.4.1 Warming Up and Pre-reading
4.4.2 Reading and Comprehending
4.4.3 Learning about Language
4.4.4 Using Language
4.4.5 Summing Up
4.4.6 A Sample Lesson of MI-Based Instruction for Experimental Group
4.5 Data analysis Chapter Five Results and Discussion
5.1 Results
5.1.1 Results for Research Question 1
5.1.2 Results for Research Question 2
5.2 Discussion
5.2.1 The Effect of MI-based Instruction on the Participants’MI Profiles
5.2.2 The Effect of MI-based Instruction on the Participants’English Performance Chapter Six Conclusions
6.1 Major Findings of the Study
6.2 Suggestions of the Application of the MI Theory
6.3 Suggestions for English Language Teaching
6.4 Limitations of the Present Study and Suggestions for Future Researches References AppendixⅠ AppendixⅡ AppendixⅢ Appendix Ⅳ Appendix Ⅴ
本文编号：3651888
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