Applying Multiple Intelligences to the Improvement of High School Students' Writing Ability

摘要

本文以加德纳的多元智能理论为基础，探究这一理论对英语教学的启示，寻找一种能够兼顾学生智能因素的多元化教学方法，并尝试应用多元智能理论于高中英语写作教学中，以提高高中生英语写作能力。在传统英语课上，教师往往仅对学生的言语或逻辑．数理等智能进行开发和利用。多元智能理论使教师能够注意学习者学习过程中的智能因素，从而挖掘每个学生的潜能。九十年代，美国著名认知心理学家霍华德．加德纳发现：人的认知能力是多元的，而不是一元的。加德纳的多元智能理论认为，人的智能可以分为8大类，而每个学习者都具有不同的智能组合与性格特征，它们与教学方式和学习效果密切相关。博尔曼首次把加德纳的多元智能理论应用于英语教学，他十分强调教师要针对学生的不同智能类型进行教学。本研究以此为出发点，将MI理论应用于高中英语写作的课堂教学实践，依据学生的智能差异来探索有利于促进学生学习和成长的教学模式，使学生在课堂上充分发挥其智能特长，提高成绩和能力。本研究以Walter McKenziel999年的MI问卷为基础，编制了“多元智能测查”问卷作为测查学生的智能类型和筛选被试的工具，在此基础上分别采取以语言智能、交际智能和自我认识智能为主的教学方式，来探索有效的教学模式。本研究用学生课堂表现来验证运用MI理论的价值，并用成绩来进行辅助性说明。对实验组和控制组的学生进行了详尽的对比研究。对实验组和控制组的学生分别进行以多元智能为基础的写作教学和传统的写作教学。实验显示，进行多元化教学的班级，学生课堂表现更为活跃，学习效果也较好。 本文分为五章，第一章介绍研究目的和必要性；第二章回顾多元智能与英语教学发展历史；第三章研究意义和方法及发现；第四章如何应用多元智能理论提高中学生写作技能；第五章总结研究结论和建议。加德纳的多元智能理论对教师进行教学有着多方面的启示：英语教师应注意到每个学生都有自己的强项智能与弱项智能，应鼓励学生利用强项智能，以优化教学过程。其他方面的启示涉及到评估手段，课程内容等。多元智能理论在英语写作教学中极有效的应用，不仅为英语学习者提供更多的学习方法，也使教师的教学变得多样化，课堂变得更活跃，学生学习写作的热情更高涨了，并提高了学生写作能力。

目录

文摘

英文文摘

ACKNOWLEDGEMENTS

Chapter One Introduction

1.1 Thesis statement

1.2 Aim of the study

1.3 Need of the study

1.4 Means of obtaining data

1.5 Research methodology

1.6 Analysis instruments

Chapter Two Literature Review

2.1 The theory of Multiple Intelligences and its development

2.1.1 Definitions of Multiple Intelligences

2.1.2 Eight intelligences

2.1.3 Essence of Multiple Intelligences

2.1.4 Teaching styles involved in eight intelligences

summary

Chapter 3 A research

3.1 Problems in high school students' English writing

3.1.1 Weak writing motivation

3.1.2 Poor English basic knowledge

3.1.3 Improper writing content and writing structure

3.2 Subjects

3.3 Objectives and Significance of the research

3.4 Research Methods

3.5Procedures

3.5.1 Questionnaires

3.5.2 Examination

3.5.3 Observation

3.6 Findings

3.6.1 Contrast of exam marks

3.6.2 Contrast on enthusiasm

3.6.3 Contrast on the content

3.6.4 Questionnaires on students' attitudes and assessment

3.7 Analysis of the findings

Chapter 4 Application multiple intelligences to the improvement of high school students' writing skills

4.1 Methods to stir motivation of writing

4.1.1 Use of linguistic intelligence to strengthen interest and confidence

4.1.2 Use Bodily-Kinesthetic and interpersonal intelligences to stir curiosity and promote understanding of the material

4.2 Methods to strengthen the English basic knowledge

4.2.1 Combination linguistic intelligence and musical intelligences to strengthen the memory of language knowledge

4.2.2 Use interpersonal intelligence to strengthen the flexible use of the language

4.2.3 Use bodily-kinesthetic intelligence and interpersonal intelligence help students to understand the content

4.3 Methods to solve the sparsity of writing content

4.3.1 Use naturalist intelligence to observe and think deeply

4.3.2 Use interpersonal intelligence to help each other to list the key points l feelings

4.3.3 Use linguistic intelligence to present the idea

4.3.4 Use interpersonal intelligence to present the individual feelings

4.4 Methods to solve the lack of writing skill

4.4.1 Use linguistic intelligence to imitate good examples

4.4.2 Use visual-spatial intelligence to put series of sentences or pictures in order.

Chapter 5 conclusion

5.1 Summary of the study

5.2 Suggestions

5.3 Limitation of the study

APPENDIX:

Bibliography

个人简历