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人工智人-家居设计-多元智能理论在大学英语听力教学中的应用.pdf
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人工智人-家居设计-多元智能理论在大学英语听力教学中的应用.pdf
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I
Acknowledgements
The hard work of several people has made the completion of this dissertation possible. Without their
professional advice and timely help, I couldn’t have finished this paper on time. Here I’d like to express my
sincere gratitude to the following people.
First, my sincere gratitude goes to my respectable academic supervisor, Professor Sun Haiyan. During
the whole process, either the discussion of the structure or choices of words, Professor Sun has presented
the most professional academic attitude. Without her constant and patient guidance, the paper couldn’t have
been completed on time. I am deeply impressed by her dedication to her career both as a college English
teacher and a professional researcher, which has and will have a positive influence on my own teaching
career.
Next, I’d like to give thanks to all the faculty of International Studies, Henan Normal University, who
have given me this valuable chance to go on further study. I have learnt a large amount of extensive
knowledge on my specialty, which has really opened my horizon and enhanced my academic knowledge.
Moreover, I am also grateful to some of my colleagues in Henan Institute of Science and Technology.
Among them, I would like to show my greatest thanks to my friends Gao Deqin and Guo Mei, English
teachers in the College of Foreign Languages, who have provided me with a lot of useful suggestions on
the thesis writing. Besides, I would also convey my appreciation to another teacher in the College of
Education Science, who was also pregnant at that time, for analyzing the collected data with her
professional knowledge and skills. I feel obliged to their generous help.
In addition, I should thank all the students who have participated in this study for their cooperation
and hard work.
Last but not the least, I should give my sincere thanks to my parents and my grandma who have
helped me take care of my 4-year-old son during my writing of this dissertation.
万方数据
III
摘 要
近年来,随着大学扩招,大学英语老师们授课往往是“一刀切”,“因材施教”根本
无从实现。然而,教育专家及一线教师们越来越意识到学习者的重大差异其实对学习过
程和学习效果产生了极大的影响,这些影响在大学英语听力教学中表现得尤为突出。久
而久之,学习者的听力能力无法得到真正的提高。况且,随着大学英语四六级改革的推
进,听力部分占的比值由以往的 20%上升到了 35%,这一分值的变化也对大学英语听力
课堂提出了全新的挑战和要求。
1983 年,美国哈佛大学心理学家霍华德·加德纳提出了多元智能理论。该理论强调
尊重个性特征,提倡教师们应该关注学习者的个体差异,建立以学生为中心的课堂。国
内外就多元智能理论如何应用到实践中的探索和研究不断涌现。基于上述情况,本文以
加德纳的多元智能理论为基础,探索这一理论对大学英语听力教学的启示。本文的目的
在于通过教学实验研究如何将多元智能理论应用到大学英语听力教学中,从而达到提高
学习者听力能力的目标。
这项研究在 2013—2014 学年第一学期进行,持续了一个学期,共有 17 个教学周。
该项教学实验所涉及的对象来自于河南科技学院机电学院 2012 级的两个平行班的 56 名
大二学生。 A1 班有 29 个学生,作为控制班,这些学生在该学期接受的是传统的 3P 教
学法。A2 班有 27 个学生,作为实验班,该学期的课堂教学采用的是基于多元智能理论
的教学步骤。根据多元智能表作者对实验组学生进行多元智能评测并分组,采用问卷,
访谈,测验, 观察等研究方法,运用了适合各优势智能的教学内容、活动及多种评价方
式。通过比较两组学生在实验前后学习兴趣,动机及英语听力成绩的差异,作者找出了
制约非英语专业学生听力水平提高的因素。同时,作者得出了哪些多元智能课堂活动能
有效地提高学生的听力水平。
在经过一个学期的实验教学以后,本论文得出了三项主要发现:首先,作者发现制
约学生听力的因素主要包括缺乏动机和兴趣以及高中阶段对听力的投入不够;其次,诸
如小组讨论,角色扮演以及辩论等形式的多元智能课堂活动能明显激发学生的学习兴
趣,从而达到提高听力水平的目的;最后,实验班的成绩显示出了明显的优势。在前测
万方数据
IV
中,两个班的相似的平均成绩充分表明了控制班和实验班的听力水平基本相当,同时也
反映了这些实验对象的英语水平普遍较弱;在实验班采取了基于多元智能理论的听力教
学尝试之后,两个班的后测成绩出现了明显的不同。首先,两个班的听力成绩都有了不
同程度的提高。其次,平均分的显著差异以及 p 值充分证明了多元智能理论在提高学生
听力水平上发挥了举足轻重的作用。
该研究为广大大学英语教师提供了一种新型的教学模式,帮助教师们在多元智能理
论的指导下能够在听力课堂上做到因材施教,使自己的教学模式走向层次化,多样化。
关键词:多元智能理论,大学英语,听力教学,个性化教学策略
万方数据
V
ABSTRACT
With the expansion of college enrollment, college English teachers tend to give lectures without being
able to care about the students’ individual differences in order to complete the teaching requirements.
However, both educational experts and teachers have realized that the significant differences among
language learners actually have great influence on the learning process and results. In fact, the impact
works a lot more in college English listening teaching. Gradually, the listening ability of learners can not be
genuinely improved. In addition, with the reform of CET4and CET 6, listening part makes up 35%
compared with the previous 20%. This significant change has brought brand-new challenges and
requirements to college English listening teaching.
American psychologist Howard Gardner introduced the multiple intelligences theory (MIT) in 1983.
The theory emphasizes and respects individual characteristics and encourages teachers to pay more
attention to learners’ individual differences so as to set up a student-centered classroom. A great number of
researches and explorations on how to put the multiple intelligences theory into practice have been used
both abroad and at home. Based on the above situation, this thesis is to explore influences of the multiple
intelligences theory on college English listening teaching. It aims to study how to apply the multiple
intelligences theory in college English listening teaching by conducting a teaching experiment and then
finally achieve the goal of improving the listening ability of learners.
The-seventeen-week study was conducted at the first semester during the school year of 2013—2014.
Fifty-six sophomores from two parallel classes in Grade 2012 in the School of Mechanical and Electrical
Engineering, Henan Institute of Science and Technology (HIST), were chosen as the experiment subjects.
There are 29 students in Class A 1, as the control class, where the traditional 3P teaching method was
presented. On the other hand, there are 27 students in Class A 2, as the experimental group, where the MI
-based teaching procedures were adopted. The intelligence assessment was carried out among the 27
students from the experimental group, who were ultimately divided into 4 smaller groups according to their
intelligence profiles. Several research methods such as questionnaires, interviews, tests and classroom
observation were utilized. In addition, different teaching materials, in-class activities and evaluation
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