多元智能理论在初中英语教学中的应用.docx
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多元智能理论在初中英语教学中的应用.docx
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多元智能理论在初中英语教学中的应用
(2015)届本科生毕业设计(论文)
题目
TheApplicationof
专业
MultipleIntelligenceTheoryin
JuniorHighSchoolEnglishTeaching
多元智能理论在初中英语教学中的应用
英语(师范英语方向)
院部
外国语学院
学号
1104020423
姓名
任丽鹃
指导教师
王晓宏(副教授)
2015年4月
多元智能理论在初中英语教学中的应用
学生:
任丽鹃
指导教师:
王晓宏
摘要:
多元智能理论作为一种新的教学思维方式,对我国的基础教育改革产生了重要影响。
它认为人的智力是多元的,提倡尊重学生个体差异,发展学生的潜能。
本论文的主要目的是将多元智能理论与初中英语教学相结合起来寻找一种有效地提高学生学习兴趣,发挥学生潜能的课堂教学方法。
本论文通过对多元智能理论的分析,论述了多元智能理论在初中英语教学中应用的意义,以及根据实际课堂情况提出了在初中英语课堂中具体应用多元智能理论的建议。
希望通过对以上内容的探讨和研究能够帮助初中英语教师更好地在课堂中应用多元智能理论,提高课堂效率,激发学生学习兴趣并且培养学生的潜能。
关键词:
初中英语教学;多元智能理论;学习兴趣;学生潜能
TheApplicationofMultipleIntelligenceTheoryinJuniorHighSchoolEnglishTeaching
Undergraduate:
RenLijuan
Supervisor:
WangXiaohong
Abstract:
Asanewwayofinstructionthinking,multipleintelligencetheoryhasanimportanteffectonourcountry’sbasiceducationreform.Itconsidersthathuman’sintelligenceisdiversification.Itadvocatesrespectstudents’individualdifferenceanddevelopstudents’potential.ThispaperaimstocombinethemultipleintelligencetheorywithjuniorhighschoolEnglishteachingtofindanefficientteachingwayofimprovingstudents’learninginterestinganddevelopingstudents’potential.Throughanalyzingmultipleintelligencetheory,thepaperdiscussesthesignificanceoftheapplicationofmultipleintelligencetheoryinjuniorhighschoolEnglishteaching.ItalsoputsforwardthespecificsuggestionsoftheapplicationofmultipleintelligencetheoryinjuniormiddleschoolEnglishteachingaccordingtotheactualclassroomsituation.Throughthediscussingandresearchingoftheabovecontent,thepaperhopestohelpjuniorhighschoolteacherapplythemultipleintelligencetheoryintheclassbettertoimprovetheclassroomteachingefficiency,arousestudents’learninginterestingandcultivatestudents’potential.
KeyWords:
juniorhighschoolEnglishteaching;multipleintelligencetheory;learninginteresting;students’potential
Contents
1.Introduction1
2.TheResearchesontheMultipleIntelligenceTheoryinJuniorHighSchoolEnglishTeaching.2
2.1TheDefinitionoftheMultipleIntelligenceTheory2
2.2TheClassificationoftheMultipleIntelligenceTheory3
2.3TheCurrentSituationofJuniorHighSchoolEnglishTeaching5
3.TheSignificanceoftheMultipleIntelligenceTheoryinJuniorHighSchoolEnglishTeaching6
3.1StimulatingStudents’InterestinLearningEnglish6
3.2Exploringanddevelopingthepotentialofstudents7
3.3EnhancingtheInsufficientIntelligenceofStudents8
3.4TransformingTeacher’sIdeaandWaysofTeaching9
4.TheMethodsoftheApplicationoftheMultipleIntelligenceTheoryinJuniorHighSchoolEnglishTeaching10
4.1UsingMultipleLead-instoStimulateStudents’Interesting10
4.2ApplyingMultipleTeachingActivitiestoCultivateStudents'MultipleInte-lligence11
4.3DesigningMultipleSchoolAssignmentstoConsolidateStudents’Knowledge12
4.4ImplementingMultipleEvaluationtoConcernStudents’DifferentIntelligenceFeatures13
4.4.1ImplementingMultipleEvaluationintotheSubject14
4.4.2ImplementingMultipleEvaluationintotheWays14
5.Conclusions15
Bibliography17
Acknowledgments18
1.Introduction
ItiswellknownthatEnglishisanimportantsubjectforjuniorhighschoolstudents.TherearesomemeasuresfortheEnglishteachertohelpthejuniorhighschoolstudentslearnEnglishbetter.ThebookTheNewEnglishCurriculumStandardspointsoutthattheimportanceoftheEnglishcurriculuminnovationistoendthewayofteachingthatoveremphasizingthevocabularyandgrammarteaching,andignoresstudents’abilityoflanguagepractice.Thebookindicatesthatteachershouldfosterstudents’comprehensiveabilityofusingthelanguage.Theteachershouldfocusoneverystudent’saffection,stimulatetheirlearninginterestandfostertheirintegrativecompetenceofusingthelanguage.Thebook’sbasicideaisstressingthestudents’mainroleandrespectingtheirindividualdifferences.Theteachershouldletthestudentsdeveloptheirpersonalityandpayattentiontotheirmentaldevelopment.
InChina,educationcallsforcultivatingstudents’personality,butwhatispersonalityandhowtocultivatepersonalitymakesteachersconfused.Dr.HowardGardner,whoisafamousAmericancognitivepsychologist,writesabooknamedFramesofMind:
theTheoryofMultipleIntelligences(1983).Inthisbook,Gardnerindicatesthateveryhumanhasatleasteightkindsofintelligences,andtheseeightkindsofintelligencesareindependentofeachother.Also,theseeightkindsofintelligencesarecombinedindifferentwaysanddegreesindifferentpeople,soeveryone’sintelligenceisspecialandpersonality.Gardnerthinksthathuman’sintelligence’sdifferenceisaffectedbyenvironmentandeducation,human’sintelligence’sdevelopmentdirectionanddegreearedifferentbecauseofdifferentenvironmentandeducation.RichardandRodgers(2001)thinkthatmultipleintelligencetheorycannotonlybeappliedtogeneraleducation,butalsotolanguageteaching.ThebookcalledAMultipleIntelligenceRoadtoanELTclassroomwrittenbyBerman(1998)isthefirstonethatcombinesthistheorywithEnglishteaching.Inusualsituation,aslongasacceptedappropriateoutsidestimuliandendeavorbythemselves,everyonecoulddeveloptheirownanykindofintelligences.Cultivatingpersonalityistodevelopthestudents’advantage.Accordingtothemultipleintelligencetheory,everyonehasseveralkindsofintelligencesandit’sspecial,theteachershouldpayattentiontoallthestudents’differenceandhelpthemfindtheirownpotentialstomakethembecomemoreconfidenceinlearningEnglish.Theteachershouldalsodesignappropriatewaysofteachingtoapplythemultipleintelligenceandmaketheclassroomactivesoastoimproveclassroomefficiency.
Inall,multipleintelligencetheorycouldhelptheteacherstimulatestudents’learninginteresting,improvetheclassroomefficiencyanddevelopstudents’potential.GuoFuchangandWangChangpei(2010)pointsoutthatthemultipleintelligencetheoryisreallyagoodwayforteachertouseinjuniorhighschoolEnglishteaching.Therefore,theauthortendstofindpracticalandefficientmethodstoapplythemultipleintelligencetheoryinJuniorhighschool.
However,traditionaljuniorhighschoolEnglishteachingmainlyfocusesonlinguisticandlogical-mathematicability(Jencks1979).InChina,themultipleintelligencetheorywasn’tappliedinjuniorhighschoolverywell.IntraditionalJuniorHighschoolEnglishclassroomteaching,theteachersalwayspayattentiontostudent’slinguisticintelligence,whileignoredmanyotherkindsofintelligence.ItmakesstudentslosetheirinterestandconfidenceinlearningEnglish.ItbecomesadifficulttaskforthemtostudyEnglish.Atthesametime,teachersfindsitisdifficultforthemtomaketheclassactive,asaresult,theclasseffectivebecomesverylow.HowtoapplythemultipleintelligencetheoryinJuniorHighschoolbecomeurgentaffairs.
ThispaperfocusesoncombiningmultipleintelligenceswithJuniorhighschoolEnglishteachingtofindanefficientwaytoimprovestudents’learninginterestinganddevelopingstudents’potential.Thepaperisdividedintothreemainparts.Inthefirstpart,theauthorstatesthemultipleintelligencetheory’sdefinition,classificationandprinciplestolearnaboutmultipleintelligencetheorybetter.Inthesecondpart,theauthorpointsoutthesignificanceoftheapplicationofmultipleintelligencetheoryinjuniorhighschoolEnglishteachingtoknowthenecessityofapplyingitintoJuniorhighschoolEnglishteaching.Inthethirdpart,theauthorputforwardsomepracticalmethodstohelpteacherapplymultipleintelligencetheoryinJuniorhighschoolbetter.
2.TheResearchesontheMultipleIntelligenceTheoryinJuniorHighSchoolEnglishTeaching.
AsitiswellknownthatthemultipleintelligencetheoryisveryhelpfulinjuniorhighschoolEnglishteaching,itisnecessaryforteacherstolearnaboutthemainideaofthemultipleintelligencetheory.Inordertohelpteachersunderstandthemultipleintelligencetheorybetter,theauthorintroducesthedefinitionandclassificationofthetheoryandpointsoutthecurrentsituationoftheapplicationofthetheoryinjuniorhighschool.
2.1TheDefinitionoftheMultipleIntelligenceTheory
Garden(1999)indicatesthedefinitionofthemultipleintelligencetheory.Hesays“Intelligenceistheabilitytocreateaneffectiveproductorofferaservicethatisvaluedinaculture,asetofskillsthatmakeitpossibleforapersontosolveproblemsinlife,andthepotentialforfindingorcreatingsolutionsforproblems,whichinvolvesgatheringnewknowledge.”ThebookMultipleIntelligenceReconsidered:
TheoryandPractice(2007)summarizesandanalysesthemainmeaningofthemultipleintelligencetheory.Itgeneralizesthetheoryintothefollowingfourpoints.First,individualintelligencehasitsowncharacteristicanduniqueformofexpression.Itmeansthateveryonehasseveralkindsofindependentandequalintelligences,andeveryone’sintelligenceisspecialbecauseofthedifferentcombinationofthem.Itisdifficultforustoevaluatewhetherapersonisintelligentornot.Second,intelligenceisabioticpotential.Itcanbelearnedandpromoted.Educationisaprocessofcultivatingpotential.InthebookMultipleIntelligencesLessonPlanBook(1995),itpointsoutthatthechildrenarethecandlethatarewaitingforbeenlight.Itmeansthattheaimoftheeducationisteachingstudentsfirstlyhowtostudy,thinkandhowtotrytheirbesttoshowtheirownintelligencestoletstudentsbecomealifelonglearner.The
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- 关 键 词:
- 多元智能 理论 初中英语 教学 中的 应用