多元智能理论在中职学前教育专业英语教学中的应用
发布时间：2023-04-02 03:09
最早提出多元智能理论的是美国心理学家加德纳教授。该理论的提出,打破了传统的智能观,认为人的智能是多元的,而智能优势又为每一个人所具有,学校教育中并无“优生”与“差生”的区别,有所不同的是智能发展方向的不同。所以,学校教育过程中,要因材施教,使学生各尽其才。20世纪90年代,多元智能理论一经传入我国,诸多学者就开始了对多元智能理论在教育领域研究了。本研究的目的是探索中职学前教育专业英语教学的新教学方法。中职学前教育专业有其特殊性,重专业技能,轻文化知识,而英语的学习问题就更为严重,不少学生基础薄弱、兴趣不高、动力不强、成绩不理想;更重要的是这些学生以就业为学习目标,不少学生看不到英语在未来就业中的有用之处,所以根本没有学习兴趣和动力。出于以上背景及需要,笔者旨在探讨基于多元智能理论的英语教学能否够提高中职学前教育专业学生的英语学习兴趣,能否提高学生的英语成绩。本研究采用实验研究的方式,将定性和定量研究相结合,并运用调查问卷、英语水平测试及访谈等研究工具,选取本人执教的两个中职学前教育专业班为研究对象:一个班为实验班,采用以多元智能理论为基础的英语教学模式;另一个班为对照班,采用原来的传统...
【文章页数】：99 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Needs for the Study
1.2 General Description of the Study
1.3 Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Multiple Intelligences Theory
2.1.1 Origin of Multiple Intelligences Theory
2.1.2 Concepts of Multiple Intelligences Theory
2.2 Relevant Theories
2.2.1 Communicative Strategy
2.2.2 Task-based Teaching
2.3 Previous Studies on Multiple Intelligences Theory
2.3.1 Previous Studies Abroad
2.3.2 Previous Studies at Home
2.4 Limitations of Previous Studies
2.5 Significance of the Research
Chapter Three Experimental Procedures of Teaching Model Based onMultiple Intelligences Theory
3.1 Experimental Program
3.1.1 Theory Approach
3.1.2 Experimental Objective
3.1.3 Experimental Content
3.1.4 Experimental Procedures
3.2 Presentation of Lesson Plan of Teaching Model Based on MI Theory
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 Questionnaires
4.3.2 Pre-test and Post-test
4.3.3 Interview
4.4 Data Collection
4.4.1 Data Collection of Questionnaires
4.4.2 Date Collection of Language Tests
4.4.3 Data Collection of Interviews
Chapter Five Results and Discussion
5.1 Changes of Interest after Experiment
5.1.1 Results and Analysis of Pre-questionnaire
5.1.2 Results of the Interview before Experiment
5.2 Results and Analysis of Post-questionnaire and Interview
5.3 Changes in English Learning Achievements
5.3.1 Results and Analysis of Pre-test of Two Classes under TraditionalTeaching Model
5.3.2 Results and Analysis of Pre-test of Two Classes
5.3.3 Results and Analysis of Pre-test and Post-test of Experimental Class
5.3.4 Result and Analysis of Post-test of Two Classes
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications of the Study
6.3 Limitations of the Study
6.4 Suggestions for Future Study
References
Appendix One Questionnaire of English Learning
Appendix Two Interview
Appendix Three Pre-test
Appendix Four Post-test
About the Author
本文编号：3778411
【文章页数】：99 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Needs for the Study
1.2 General Description of the Study
1.3 Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Multiple Intelligences Theory
2.1.1 Origin of Multiple Intelligences Theory
2.1.2 Concepts of Multiple Intelligences Theory
2.2 Relevant Theories
2.2.1 Communicative Strategy
2.2.2 Task-based Teaching
2.3 Previous Studies on Multiple Intelligences Theory
2.3.1 Previous Studies Abroad
2.3.2 Previous Studies at Home
2.4 Limitations of Previous Studies
2.5 Significance of the Research
Chapter Three Experimental Procedures of Teaching Model Based onMultiple Intelligences Theory
3.1 Experimental Program
3.1.1 Theory Approach
3.1.2 Experimental Objective
3.1.3 Experimental Content
3.1.4 Experimental Procedures
3.2 Presentation of Lesson Plan of Teaching Model Based on MI Theory
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 Questionnaires
4.3.2 Pre-test and Post-test
4.3.3 Interview
4.4 Data Collection
4.4.1 Data Collection of Questionnaires
4.4.2 Date Collection of Language Tests
4.4.3 Data Collection of Interviews
Chapter Five Results and Discussion
5.1 Changes of Interest after Experiment
5.1.1 Results and Analysis of Pre-questionnaire
5.1.2 Results of the Interview before Experiment
5.2 Results and Analysis of Post-questionnaire and Interview
5.3 Changes in English Learning Achievements
5.3.1 Results and Analysis of Pre-test of Two Classes under TraditionalTeaching Model
5.3.2 Results and Analysis of Pre-test of Two Classes
5.3.3 Results and Analysis of Pre-test and Post-test of Experimental Class
5.3.4 Result and Analysis of Post-test of Two Classes
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications of the Study
6.3 Limitations of the Study
6.4 Suggestions for Future Study
References
Appendix One Questionnaire of English Learning
Appendix Two Interview
Appendix Three Pre-test
Appendix Four Post-test
About the Author
本文编号：3778411
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