多元智能理论在小学英语教学中的运用.docx

多元智能理论在小学英语教学中的运用.docx

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多元智能理论在小学英语教学中的运用

呼伦贝尔学院

本科毕业论文

多元智能理论在小学英语教学中的应用

专业英语

姓名于欢欢

学号2010041227

指导教师杨静

完成日期2014年5月10日

TheApplicationofMultipleIntelligencesTheoryinPrimaryEnglishTeaching

Major:

English

Applicant:

YuHuanhuan

GuidanceTeacher:

YangJing

DepartmentForeignLanguageDepartment

DateMay10th,2014

附录

呼伦贝尔学院学位论文原创性声明

本人郑重声明：

所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。

除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。

对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。

本人完全意识到本声明的法律结果由本人承担。

学位论文作者签名：

年月日

摘要：

多元智能理论是美国哈佛大学心理学教授霍华德·加德纳于1983年首次提出的。

该理论自诞生以来，对世界各国教育的影响很大。

探索将这一理论应用到实践中的研究大量涌现。

本文以目前小学英语教学存在的问题为出发点，系统的讨论了多元智能理论在小学英语教学中的应用，旨在提出一个多元智能理论在小学英语教学中应用的构想，以促进小学教师对多元智能理论的理解，从而为他们在教学中实践多元智能理论提供一些参考。

关键词：

多元智能理论;小学;运用。

Abstract:

TheTheoryofMultipleIntelligencewasputforwardbyanAmericanpsychologist,HowardGardner,in1983.Ithasgreatlyinfluencedtheeducationofmanycountriesintheworld.Thereachersofapplyingthetheorytotheteachingpracticemushroomallovertheworld.Basedontheproblemsexistinginthecurrentprimaryschoolteachingasthestartingpoint,thethesissystematicallyillustratestheapplicationofmultipleintelligencestheoryinprimaryschoolEnglishteaching.ThethesisaimsatputtingforwardaframeworkofapplyingmultipleintelligencestheorytoEnglishteachinginprimaryschool,promotingtheteachers’sunderstandingaboutthetheoryandprovidingguidanceoftheirpractices.

Keywords:

multipleintelligencestheory;primaryschool;theapplication.

Contents

Introduction..................................................................................................................1

1.CurrentsituationinprimaryEnglishteaching…………....................................1

1.1ThetraditionalviewofstudentsinEnglishteaching…………….......................2

1.2ThetraditionalviewofteachersinEnglishteaching………………...................2

2.Multipleintelligencestheory………………………………………......................3

2.1Theclassificationofmultipleintelligencestheory…………………...................3

2.2Theinfluenceofthemultipleintelligencestheory..............................................3

3.TheapplicationofmultipleintelligencestheoryinprimaryEnglishteaching..4

3.1Theapplicationinlessonplan………………………………………..................4

3.1.1Thedesignofthemultipleteachingaims……………………………..........4

3.1.2Thedesignofthemultipleteachingtools…………………………….........5

3.2Theapplicationinteachingprocess…………………………………….............6

3.2.1Themultiplelead-in………………………………………..........................7

3.2.2Themultipleactivities……………………………………….......................8

3.2.3Themultiplemanagement………………………………….........................8

3.3Theapplicationinevaluation………………………………………...................9

Conclusion………………………………………………………………...................10

Bibliography................................................................................................................11

Introduction:

Nowadays,withthedevelopmentoftheworld,moreandmorepeopleconcentratethemselvesonstudyingmethodsoftheEnglishteaching.Althoughthesemethodshavegotalotofgoodeffectsonthestudents,therearesomequestionsinEnglishlearning.Withthisbackground,theAmericanprofessorHowardGardnerputforwardthemultipleintelligencestheoryin1983.Therearefourchaptersinthisthesis.ChapteroneiscurrentsituationinPrimaryEnglishteaching.Inthischapter,itfocusesonintroducingsomequestionsthatexistinPrimaryEnglishTeaching.Thesecondpartismainintroducethemultipleintelligences.Thethirdpartisthemultiple’sapplicationinprimaryEnglishteaching.Thispartmainlyintroducesthemultipleintelligencestheoryintermsoflessondesign,teachingprocessandevaluation.Finally,theconclusionisdrawnthattheapplicationofmultipleintelligencestheoryinprimaryEnglishclasshassomepositiveinfluenceonstudents'improvementinEnglish.Itturnsoutthatmultipleintelligencestheoryhelpstoimprovestudents'learninginterestinEnglish.

1.CurrentsituationofprimaryEnglishteaching

Withthedevelopmentoftheeducation,moreandmorepeoplehavefoundthatsomequestionsstillarenotsolvedinprimaryEnglishteaching.Forexample,insomeschools,therearesomeEnglishteachersstillusingthetraditionalmethodstoteach.ThatmakesmoreandmorestudentslosetheirinterestsinEnglish.Besides,thetraditionalviewsofthestudents,andteachersalsocausednegativeeffectstothestudents’personaldevelopmentandeffectsinPrimaryEnglishteaching.

1.1ThetraditionalviewofstudentsinEnglishteaching

Theteachers’traditionalviewofstudentsdeniesthestudentsdiversity.Theyusedthesamemethodsandtextbooktoteachallofstudents,andaccordingtotheirfinalexamstoputstudentsintotwocategories:

thefirstisgoodstudents,thesecondispoorstudents.So,InEnglishclasses,teachersoftencareaboutthegoodstudents’andgiveupthosepoorstudentsinEnglishclasses.Insuchlearningcirculation,thepoorstudentswillcausesomenegativefeelings.Forexample:

lowself-esteem.Thatisverybadforstudents’mentalhealth,anddevelopmentinthefuture.Moreover,thetraditionalviewofstudentsnegativesstudents’othersabilities,andteachersjustjudgeastudentsbytheirgrades,thatisveryunilateral.

1.2ThetraditionalviewofteachersinEnglishteaching

Thetraditionalviewsofteachersstillimpartknowledgetostudentsasthepurposeofteaching.Teachersemphasistoomuchonknowledge’stransferandignorestudents’intelligencesanddevelopment.Inthiskindofclasses,teacherscontrolovertolearners’thinking,anddeprivelearners’spiritoffreedevelopmentspace.Besides,becauseofschoolteachingplan,themajorityofprimaryschoolEnglishteachershavetoaccordingtothetraditionalteachingplanstoteachEnglish.Teachersstillregardthemethodofteachinganswerasthemainformofteaching.Thistraditionalmethodignorestherealteachingshouldpursuethegoal:

todevelopstudents’intelligencesanddevelopment,andtheyoftenuseakindofstandardizedmodelforallstudents.Thetraditionalteachingmethod’smodeissingle.InmostEnglishclassesaremostlyteacherstellstudentstolistentoteachers,andteachersaskedsomequestionstostudents.Theteachingaidsstillareblackboardandtextbooks.Inthismethod,theteachersalwaystakeupalotofvaluableclasstimetowriteknowledgeontheblackboard.So,thelearningefficiencyisverylow.Inthisway,teachersteachalotofknowledgefromtextbook,andstudentstrytheirbesttoroteallofknowledgewhatteacherssaid.

2.Multipleintelligencestheory

TheAmericanprofessorHowardGardnerputforwardthemultipleintelligencestheoryin1983.MultipleintelligencestheoryadmitthediversitytotheStudents,thatmeansdifferentstudentsmayhavedifferencesinpersonalities,methods,interestsandotherfactorsinEnglishlearning,andinordertomakeeverystudentgetthebestdevelopment,teachersoftenaccordingtothestudents’diversitytotakedifferentmethodstoteach.Byinvestigation,themultipleintelligencestheoryhasgotsomeevidenteffectsinEnglishteaching.So,inthemoderneducation,moreandmoreprimaryschoolshavetakenthistheorytoimprovetheirteachingeffectsinEnglishclasses.

2.1Theclassificationofmultipleintelligencestheory

TheMultipleIntelligencescanbeclassifiedeightdifferentvarieties.ThefirstisLinguisticIntelligence,itreferstotheabilityofpeopletothelanguage’sunderstandandapplication.ThesecondisLogicalmathematicalIntelligence;itmeansthepeople’sabilityofcalculation,illation,andlogicalthinking.ThethirdisspatialIntelligence;itreferstotheabilitytothespatialrelations’memory,experience,anddistinguishes.ThefourthisBodilyIntelligence,itrefersthatonepersonhavetheabilitytoappliestheirownbody.Itshowsthatpeoplecancontroltheirbodyverywell,andcandodifferentreactionsaccordingtothereality.ThefifthisMusicalIntelligence.Itreferstoonepersonwhohasthesensitivetomusicalrhyme,tone,andmelody.ThesixthisInterpersonalIntelligence.Itshowspeoplehavetheabilitytoexperiencedothers’mood,anddothereactionaccordingtothesemoods,andpurposes.TheseventhisIntrapersonalIntelligence.Itreferstotheabilitytothecorrectevaluationtothem,anddoesthecorrectcontroltotheirbehaviors.ThelastisNaturalistIntelligence.Itrefersthatpeoplehavetheabilityofclassification,anddistinguishtothenature,andonepersonshouldbeverysensitivetothenature.

2.2Theinfluenceofthemultipleintelligencestheory

Ontheonehand,theMultipleIntelligencestheoryishelpfultoarousetheinterestofstudentslearningEnglish,andenhancetheinternalmotivation.Thatistosay,thistheorycanchangestudents’notionfrom“Youwantmelearn”to“Iwanttolearn”intheirstudy（WangLifei,2004:

2004）.Ifteacherscanusevarietyofwaystopresentinformation,leteverychildwithloveandintereststolistening,theywillgetasenseofaccomplishmentinlearning.Ontheotherhand,theinfluenceistoimproveteachingeffectives.TheMultipleintelligencescanexpandtheteachingaidsandstrategies.Thus,Studentsareencouragedtouseallofitsintelligencestoobtainknowledge,andgetdeeperunderstandtotheteachingmaterials.

3.TheapplicationofmultipleintelligencestheoryinprimaryEnglishteaching

BecausethetraditionalEnglishteachingmethodexistssomequestions.So,moreandmoreexpertsstudymoresuitablewaystoprimaryEnglishteaching.WiththedeepunderstandtotheMultipleintelligencestheory,educatorshavefoundthatthistheor