多元智能理论在中等职业学校英语教学中的应用

论文摘要

自二十世纪九十年代后期以来,由于各种原因,中等职业学校的英语教学面临更大挑战,生源英语基础薄弱、水平参差不齐、学习兴趣低迷等,英语教学强差人意。很多老师尝试用各种方法来解决这些难题,却难以取得令人满意的效果二十世纪八十年代,美国心理学家霍华德-加德纳在《智力的结构》一书中提出了多元智能理论,认为每个人都有八种不同的智能,学校应该发展学生各方面智能。多元智能理论引进中国后,首先在中、小学和幼儿园教育中得到推广和应用。近些年来,由于中等职业学校教育的特殊性,多元智能理论开始在中等职业学校中受到广泛重视。本研究的动机正是产生于此背景下,尝试将多元智能理念融入到中等职业学校的英语课程教学中,结合交际、任务驱动和合作教学策略,研制多元智能英语课程模式与教学计划,设计利于学生多元智能发展的英语教学目标、方法和活动,旨在改变目前在英语教学中遇到的尴尬处境,激发中职学生学习英语的积极性、自信心,提高英语课程的教学效果,促进中职学生个体身心智能的健康发展。本研究试图回答和证实两个问题：1)多元智能理论引导下的教学设计是否可以改善中职学生学习英语的兴趣和自信心?2)基于多元智能理论设计的英语教学活动是否可以有效促进中职学生英语实际口语表达和写作能力?本实验持续两年,参加实验的是北京市经济管理学校09级162和164班。研究者在实验班设计和实践了多元智能理论指导下的英语教学计划和课堂活动,对照班仍然沿用传统的以语言、语法知识为重点的教学模式。实验手段包括对实验班和对照班学生的英语学习兴趣和态度前/后问卷调查比较、实验班学生多元智能结构前/后调查比较、实验班和对照班多元智能结构变化比较、实验班和对照班学生口语和写作能力前/后测成绩比较。通过对所得数据进行分析比较后,本研究得出以下结论：1)多元智能理论引导下的英语教学设计很大程度上改善、提高了中职学生学习英语的兴趣和自信心；2)基于多元智能理论设计的英语教学活动可以有效促进中职学生的英语学习,提高学生英语实际口语和写作能力；3)多元智能理论引导下的英语教学可以有效促进中职学生个体多元智能以及身心的全面健康发展。

论文目录

• Acknowledgements
• 摘要
• ABSTRACT
• Table of Contents
• Chapter 1 Introduction
• 1.1 Background of the research
• 1.2 Target of the research
• Chapter 2 Literature Review
• 2.1 Theory of Multiple Intelligences
• 2.1.1 Concepts of MI theory
• 2.1.2 World-wide application of Ml theory in education
• 2.2 Relevant theories of language teaching
• 2.2.1 Three Pairs of Dimensions of English teaching
• 2.2.2 Communicative Strategy and Task-based Teaching
• 2.3 Relevant theories of language learing
• 2.3.1 Communication Strategy
• 2.3.2 Cooperative Learning
• 2.3.3 Role of learning environment
• 2.4 Application of MI in the design of Experiment teaching
• Chapter 3 Research Methods
• 3.1 Objects of the study
• 3.2 Subjects of the study
• 3.3 Data collection instruments
• 3.3.1 Pre- and post-questionnaires of students' attitudes toward English study
• 3.3.2 Pre- and Post-investigations of students' sets of Multiple intelligences
• 3.3.3 Pre- and post-tests on students' English speaking and writing ability
• 3.3.4 Individual interviews
• Chapter 4 Experiment Procedure
• 4.1 Establishing teaching principles for the experimental class
• 4.1.1 Teaching and learning strategies developed under MI
• 4.1.2 Supporting teaching and learning methods
• 4.1.3 The roles of teachers and students
• 4.2 Grouping students in accordance with their different sets of multiple intelligences
• 4.2.1 The principles of grouping
• 4.2.2 Arrangements of teaching and assessment inside groups
• 4.2.2.1 Teaching arrangements
• 4.2.2.2 Assessment arrangements
• 4.3 Designing teaching activities
• 4.3.1 Listening and speaking training activities
• 4.3.2 Reading and writing training activities
• Chapter 5 Data Analysis
• 5.1 A comparison of the results of pre- and post-questionnaires of students' attitudes towards English study
• 5.2 A comparison of the results of preand post-investigations on students' sets of multiple intelligences
• 5.2.1 A comparison of the results of pre- and post-investigations on students' sets of multiple intelligences in the experimental class
• 5.2.2 A comparison of the results of pre- and post-investigations on students' sets of multiple intelligences in the controlled class
• 5.2.3 A comparison of the results of pre- and post-investigations on students' sets of multiple intelligences between the experimental and controlled classes
• 5.3 A comparison of the scores from pre- and post-tests on students' speaking and writing ability
• 5.3.1 A comparison of scores from the speaking part of pre- and post-tests in the experimental class
• 5.3.2 A comparison of scores from the writing part of pre- and post-tests in the experimental class
• 5.3.3 Analysis of the overall scores in the experimental classes
• 5.3.4 A comparison of the scores from post-test by students from between the experimental and controlled classes
• 5.4 Feedback from individual interviews
• Chapter 6 Conclusions
• 6.1 Advantages of English teaching inspired by MI theory
• 6.1.1 Appreciable improvement enhanced in English learning
• 6.1.2 Greater confidence promoted of English learning
• 6.1.3 Keener interest encouraged for English learning
• 6.1.4 Development cultivated in students' multiple intelligences
• 6.2 Barriers in implementing English teaching inspired by MI theory
• 6.2.1 Teachers' personal level
• 6.2.2 Time limitation and huge class size
• References
• Appendices
• Appendix 1 Pre-test questionnaire of students' attitudes toward English study
• Appendix 2 Post-test questionnaire of students' attitudes toward English study
• Appendix 3 Pre and post-investigations of students' sets of multiple intelligences
• Appendix 4 Samples of Individual Interviews
• Appendix 5 Sample of listening and speaking teaching plan
• Appendix 6 Sample of reading and writing teaching plan
• Appendix 7 A comprehensive teaching activity