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

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。

目录

声明

中文详细摘要

英文详细摘要

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 in the 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

Appendix

Acknowledgements