《英语教育理论硕士论文-多元智能理论在小学英语阅读教学中的应用.doc》由会员分享，可在线阅读，更多相关《英语教育理论硕士论文-多元智能理论在小学英语阅读教学中的应用.doc（82页珍藏版）》请在三一文库上搜索。
1、3Chapter One Introduction独创性声明学位论文题目：多元智能理论在小学英语阅读教学中的应用本人声明所呈交的学位论文是本人 在导师指导下进行的研究工作及取得的研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得西南大学或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者： 签字日期： 2008 年 4 月 15 日学位论文版权使用授权书本学位论文作者完全了解西南大学有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文
2、的复印件和磁盘，允许论文被查阅和借阅。本人授权西南大学研究生院可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书，本论文：不保密，保密期限至 年 月止）。学位论文作者签名： 导师签名：签字日期：2008 年 4 月 15 日 签字日期：2008年 4 月 15 日Teaching English Reading Through Multiple Intelligences Theory in Primary SchoolJing JinxiuSupervisorAssociate Professor
3、Yang XiaoyuA Thesis Submitted in Partial Fulfillmentof the Requirements for the Degree ofM. A. in EnglishSCHOOL OF FOREIGN LANGUAGESSOUTHWEST UNIVERSITYApril, 2008AcknowledgementsI would like to thank all those people who have helped me with the completion of this thesis.Firstly, I owe a great deal
4、to my supervisor, Professor Yang Xiaoyu, who provided me endless source of profound English teaching knowledge, supplied me with the most valuable support and precious advice, and carefully and patiently scrutinized my thesis from its manuscript to the end. Without her guidance, encouragement and un
5、derstanding, this thesis might not have reached the present form.And I also express my appreciation to all the professors who have given lectures to me during my postgraduate studies.I wish to acknowledge my deep thanks to all the teachers and the students from the Zhongshanlu Primary School for pro
6、viding me with chances of carrying out the research, and their support and patience.Finally, I am also indebted to my family and close friends who assisted me at various time during the writing of this thesis. Without their love and encouragement, I probably never would have finished this paper.IIIC
7、ontentsContentsAbstracti内 容 摘 要iiiChapter One Introduction11.1 The National English Curriculum Standards and MI Theory11.2 Current Situation of English Reading in Primary Schools31.3 Purpose and Significance of the Study51.4 Framework of the Thesis6Chapter Two Literature Review72.1 An Introduction t
8、o MI Theory72.1.1 Description of MI Theory72.1.2 Implications of MI Theory in Education82.2 Studies on Reading102.2.1 Definitions of Reading102.2.2 English Reading and MI Theory112.2.3 English Reading in Primary Schools and MI Theory122.3 Reviews on the Application of MI Theory21Chapter Three Method
9、ology243.1 Research Questions243.2 Hypothesis243.3 Subjects253.4 Instruments253.4.1 Interview253.4.2 Questionnaire253.4.3 Classroom Observation263.4.4 Test263.5 Procedures of the Research263.5.1 Pre-Interview with the Teacher273.5.2 Teacher Training273.5.3 Pre-Test273.5.4 Checking MI Profiles273.5.5
10、 Designing Reading Activities Embedded with MI Theory283.5.6 Classroom Observation283.5.7 Post-Interview with the Teacher283.5.8 Post-Test28Chapter Four Results and Discussion304.1 Pre-Interview with the Teacher304.2 MI Questionnaire for Pupils324.3 MI Questionnaire for the Teacher334.4 Classroom Ob
11、servation334.5 Post-Interview with the Teacher344.6 Pre-Test and Post-Test35Chapter Five Conclusion405.1 Main Findings405.2 Implications415.2.1 Focusing on the Uniqueness of Pupils415.2.2 Creating Authentic Situation in English Reading Class425.2.3 Choosing Reading Materials435.3 Limitations and Sug
12、gestions for Future Study44References46Appendix A English Reading Requirements for Primary Schools51Appendix B A List of MI-Based Activities52Appendix C MI Checklist for Teachers54Appendix D MI Inventory for Pupils55Appendix E MI Inventory for Teachers57Appendix F Reading Material Used in the Observ
13、ation (Starting Line 5A)60Appendix G A Sample of Teaching Plan Based on MI Theory61Appendix H An Observation of the Experimental Class64Appendix I An Observation of the Control Class66Appendix J Test Paper for Pre-Test68Appendix K Test Paper for Post-Test69Appendix L Scores for the Two Tests70Append
14、ix M Results of MI Inventory for the Experimental Class71M. A. THESISTeaching English Reading Through Multiple Intelligences Theory in Primary SchoolMajor: Foreign Linguistics and Applied LinguisticsSpecialty: English Teaching MethodologySupervisor: Associate Professor Yang XiaoyuAuthor: Jing Jinxiu
15、AbstractWith the rapid development of economy and society, English, as an important communication tool, is receiving special attention from all over the world. In China, the National English Curriculum Standards carried out in 2001 postulates that English should be a required course in primary schoo
16、ls. And it is aimed at promoting students overall quality, attributing more attention to students comprehensive development in language skills, knowledge, affects, strategies and cultural awareness in order to lay a good foundation for their continuing development. The Multiple Intelligences theory
17、(MI theory) put forward by Gardner in his book Frames of Mind: the Theory of Multiple Intelligence in 1983 claims that each person possesses different combinations of eight intelligences. In education, it advocates that teachers should address students personal uniqueness and provide a wide range of
18、 intelligence-oriented activities and experiences to facilitate learning, which is consistent with the core idea of the National English Curriculum Standards, that is, English teaching is not only for knowledge, but for the all-round development and the individuality of every student as well. Actual
19、ly, there is still a long way to go until putting the requirements into full practice. Problems are all around, among which pupils indifference toward English reading and low reading proficiency as a result of inappropriate reading instruction are the most severe. Two levels requirements as guidelin
20、es for teaching English reading as there are in the National English Curriculum Standards for primary schools, many teachers are still teaching to the textbook, let alone to say catering for the overall development of pupils. Changes should be brought into being to help teachers improve the efficien
21、cy of reading instruction for the sake of each pupils all-round development. Bearing in mind the requirements for reading in the National English Curriculum Standards for primary schools, the author intends to integrate the application of MI theory into reading instruction. The author conducted an e
22、mpirical research in Zhongshanlu Primary School in Chongqing, and two classes in Grade 5 were chosen as samples. The two classes, with equal English reading performance, were taught by the same teacher. In the experiment, the experimental class was taught with MI-based reading method, catering for i
23、ndividuality through MI-based activities; while the control class was taught with traditional method. 4 months later, through instruments as interviews, classroom observations and tests, the author found that pupils in the experimental class became more interested in English reading, and they outper
24、formed pupils in the control class in the post-reading test. So MI theory contributed significantly to English reading both in arousing pupils interest toward English reading and greatly improving pupils reading proficiency in this experiment. This study, adoption of MI theory in English reading cla
25、ss in primary school, can substantively enrich the theoretical basis of MI theory in China, help primary school English teachers better aware of the diversity in the classroom and design reading activities more resourcefully. There is still room for further research, for the sample size in this rese
26、arch is small and training length is relatively restricted. More comprehensive gatherings of information such as MI-based assessment, reading portfolio and affect development in English reading class are needed.Key words: Multiple Intelligences English reading primary school硕士学位论文多元智能理论在小学英语阅读教学中的应用
27、学科专业：外国语言学与应用语言学研究方向：英语教育理论指导教师： 副教授研 究 生：内 容 摘 要随着全球经济与社会的高速发展，英语作为一门重要的语言交流工具愈发受到世界各国的重视。2001年中国新英语课程标准的颁布，使英语成为了小学的必修课之一。新英语课程标准的总体目标旨在培养学生的综合语言运用能力，而“综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识方面等素养整体发展的基础上”。同时英语课程课标还对以上五个方面提出了详细的目标描述，其中要求小学阶段完成一、二级目标。新英语课程标准注重的不仅是语言知识和技能，同时还强调了学生在情感态度、学习策略和文化意识等方面
28、的发展，强调个体差异及综合素质的全面培养。真正理解新英语课程标准的理念和各级目标要求，对于英语教师有效展开教学活动具有事半功倍的作用。加德纳提出的多元智能理论能在一定程度上能帮助小学英语教师在教学中实现新英语课程标准所提出的要求。该理论指出：每个人都同时拥有八种智能，而各个个体的智能组合方式却是独特的，因此个体的学习途径和能力发展也会不同；各个智能不能单独存在，而是相互影响以多种组合运作的方式来解决问题。多元智能的教育意义在于提倡关注个体差异，因材施教。这与新英语课程标准所倡导的尊重个体差异、教育面向全体学生的基本理念相一致。其次，小学阶段技能目标描述为听做、说唱、玩演、读写、视听的方式，这也
29、正好符合多元智能理论的教学主张：通过多元智能而教；为多元智能而教；围绕多元智能而教。而这些方式，正好能关注个体差异，使不同个性的学生都能得到发展。因此在小学英语教学课堂中，教师应该注重每个学生的个性发展特点，在多元智能理论指导下运用多种方式组织课堂活动来帮助学生提高学习效率。然而，目前小学英语阅读教学现状令人担忧，不当的阅读教学模式过早地导致小学生丧失英语阅读的兴趣，阅读能力低下。为了帮助学生在阅读课上得到更好的全面发展，寻求一种新的英语阅读教学方式则显得至关重要。因此，作者试图在小学英语阅读课堂中引入多元智能，在新英语课程标准的理念的指导下进行阅读教学。作者在重庆市北碚区中山路双语小学校进行
30、了为期四个月的实证研究，实验对象为五年级的两个平行班，分别为实验班和对照班，且两个班均由同一位教师执教。其中，对实验班实行多元智能理论指导的阅读教学，对照班仍然采用传统阅读教学方式。结果表明实验班比对照班对英语阅读更感兴趣，而且阅读测试分数通过SPSS软件分析明显高于对照班。因此，本试验证明了多元智能在小学英语阅读课堂中对学生阅读兴趣以及阅读能力的提高有明显的促进作用。该研究将在一定程度上丰富多元智能理论在中国的应用的实践经验，也可以帮助小学英语教师更好地了解多元智能观指导下的新兴英语阅读教学模式，从而更好地实现为学生的全面发展而教的目标。多元智能理论在小学英语课堂中的应用研究具有广阔的发展空
31、间。由于人力、物力、财力等多方面的限制，本文仅小范围地研究了多元智能理论在提高小学生英语阅读兴趣及增强英语阅读技能的应用，样本代表性不够强、研究不够全面。更多的研究可以关注多元智能在小学英语阅读课堂中亟需发展的其他方面如：基于该理论的评价、阅读档案的建立、情感的关注等。 关键词：多元智能 小学英语阅读5Chapter One IntroductionChapter OneIntroduction1.1 The National English Curriculum Standards and MI TheoryWith the rapid development of economy and
32、society, English, as an important communication tool, is receiving special attention from all over the world. Since the start of the new millennium, the Chinese government has exerted great efforts on the upgrading the level of English of all Chinese people. It was decided in early 2001 that English
33、 would be offered at primary level from September of that year, starting in cities and then gradually towns and villages (Ministry of Education Document, April 2001). The National English Curriculum Standards for primary schools was designed and issued at the same time by the Ministry of Education.
34、The National English Curriculum Standards postulates that the main objectives for primary schools are: to develop pupils interest, self confidence and positive attitude towards learning English; to cultivate the pupils language sense and enable good pronunciation and intonation; to develop the pupil
35、s preliminary ability to use English in daily exchanges and lay a good basis for further study. The National English Curriculum Standards for primary schools is designed to promote the pupils overall quality, which allots more attention to pupils comprehensive development in language skills, knowled
36、ge, affects, strategies and cultural awareness in order to lay a good foundation for continuing development (Wang Qiang, 2003). To meet the requirements above in reading class, Multiple Intelligences (MI) theory could be a good guideline.Gardner put forward the MI theory in the book Frames of Mind:
37、the Theory of Multiple Intelligence in 1983 in which he defined the first seven intelligences: mathematical-logical intelligence, musical intelligence, verbal-linguistic intelligence, visual/spatial intelligence, bodily/kinesthetic intelligence, interpersonal intelligence and intrapersonal intellige
38、nce. In 1999, he added an eighth intelligence, the naturalist intelligence. There has also been some consideration of a ninth intelligence, existential intelligence, but the jury is still out on that one, so this thesis will only focus on the first eight intelligences. The MI theory harbors a number
39、 of educational implications that are worthy of consideration.MI theory has a great deal in common with the National English Curriculum Standards in terms of educational conceptions. Two basic conceptions of the National English Curriculum Standards clearly stress the focus on the development of int
40、elligences are individuality and learning by doing. The two conceptions can be restated through MI theory as followings:Individuality: MI theory proposes that every person is born with all the intelligences and each intelligence can be improved to a certain degree through ample practice. This proves
41、 that pupils can become all-round from the biological perspective. Therefore, MI theory supplies a theoretical base for the all-round development and individuality education. Intelligences exist with unique combination in each individual. Some pupils have high levels of functioning in all or most of
42、 the eight intelligences; a few lack most of the rudimentary aspects of intelligence, but it does not mean they are weak in it forever. Most pupils are somewhere in the middle, with a few intelligences highly developed, most modestly developed, and one or two underdeveloped. Because of their differe
43、nt intelligences combination, people tend to handle things in different approaches. This stresses individuality, which is just advocated in the National English Curriculum Standards.Learning by doing: Intelligences can be developed. Gardner suggests that everyone has the capacity to develop all eigh
44、t intelligences to a reasonably high level of performance with appropriate encouragement, cooperation, and instruction. This is exactly teachers responsibility to create opportunities for pupils to learn by making use of his/her highly developed intelligences and exercise the underdeveloped ones at
45、the same time.In addition, the National English Curriculum Standards for primary schools advocates that pupils are encouraged to learn English through various activities like singing, dancing, drawing, acting, etc. MI theory holds that intelligences work together in complex ways, and no intelligence
46、 really exists by itself in life. Intelligences are always interacting with each other. To finish a task, pupils need to employ several of their intelligences. To develop reading skills does not mean that teachers will exclude the other skills; instead, they will develop the other skills in balance
47、so to reach the objective of overall development of pupils.MI theory helps us understand the diversity we observe in our students and provides a framework for addressing these differences in our teaching (Christison, 1998). Educators have taken the theory, put it together in different ways, and appl
48、ied it to their lesson planning and program and curriculum development (Hoerr, 2000).In all, the application of MI theory in primary school English teaching can result in a correct development tendency of the “Education for all-round development” movement, which matches the claim that education should face the overall pupils and set a solid foundation for them to develop their life-long learning.