英語(yǔ)教育理論碩士論文多元智能理論在小學(xué)英語(yǔ)閱讀教學(xué)中的應(yīng)用

1、獨(dú)創(chuàng)性聲明學(xué)位論文題目：多元智能理論在小學(xué)英語(yǔ)閱讀教學(xué)中的應(yīng)用本人聲明所呈交的學(xué)位論文是本人 在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包含為獲得西南大學(xué)或其他教育機(jī)構(gòu)的學(xué)位或證書(shū)而使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示謝意。學(xué)位論文作者： 簽字日期： 2008 年 4 月 15 日學(xué)位論文版權(quán)使用授權(quán)書(shū)本學(xué)位論文作者完全了解西南大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和磁盤(pán)，允許論文被查閱和借閱。本人授權(quán)西南

2、大學(xué)研究生院可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。（保密的學(xué)位論文在解密后適用本授權(quán)書(shū)，本論文：不保密，保密期限至 年 月止）。學(xué)位論文作者簽名： 導(dǎo)師簽名：簽字日期：2008 年 4 月 15 日 簽字日期：2008年 4 月 15 日teaching english reading through multiple intelligences theory in primary schooljing jinxiusupervisorassociate professor yang xiaoyua thesis submi

3、tted 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 to my supervisor, profess

4、or 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 understanding, this thesis

5、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 providing me with chances of

6、 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.contentsabstracti內(nèi) 容 摘 要iiich

7、apter 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 to mi theory72.1.1 description of mi

8、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 methodology243.1 research questions243.2 h

9、ypothesis243.3 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 designing reading activities embedd

10、ed 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 observation334.5 post-interview with t

11、he 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 suggestions for future study44reference

12、s46appendix 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 observation (starting line 5a)60appendix g

13、 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 tests70appendix m results of mi inventory for the

14、 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 jinxiuabstractwith the rapid development o

15、f 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 schools. and it is aimed at promoting stu

16、dents 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 (mi theory) put forward by gardner i

17、n 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 intelligence-oriented activities an

18、d 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. actually, there is still a long way to go

19、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 guidelines for teaching english reading as t

20、here 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 efficiency of reading instruction for the sa

21、ke 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 empirical research in zhongshanlu pri

22、mary 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 individuality through mi-based activi

23、ties; 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 outperformed pupils in the control class i

24、n 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 class in primary school, can substantiv

25、ely 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 research is small and training length is

26、 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碩士學(xué)位論文多元智能理論在小學(xué)英語(yǔ)閱讀教學(xué)中的應(yīng)用學(xué)科專業(yè)：外國(guó)語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)研究方向：英語(yǔ)教育理論指導(dǎo)教師： 副教授

27、研 究 生：內(nèi) 容 摘 要隨著全球經(jīng)濟(jì)與社會(huì)的高速發(fā)展，英語(yǔ)作為一門(mén)重要的語(yǔ)言交流工具愈發(fā)受到世界各國(guó)的重視。2001年中國(guó)新英語(yǔ)課程標(biāo)準(zhǔn)的頒布，使英語(yǔ)成為了小學(xué)的必修課之一。新英語(yǔ)課程標(biāo)準(zhǔn)的總體目標(biāo)旨在培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力，而“綜合語(yǔ)言運(yùn)用能力的形成建立在學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)方面等素養(yǎng)整體發(fā)展的基礎(chǔ)上”。同時(shí)英語(yǔ)課程課標(biāo)還對(duì)以上五個(gè)方面提出了詳細(xì)的目標(biāo)描述，其中要求小學(xué)階段完成一、二級(jí)目標(biāo)。新英語(yǔ)課程標(biāo)準(zhǔn)注重的不僅是語(yǔ)言知識(shí)和技能，同時(shí)還強(qiáng)調(diào)了學(xué)生在情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等方面的發(fā)展，強(qiáng)調(diào)個(gè)體差異及綜合素質(zhì)的全面培養(yǎng)。真正理解新英語(yǔ)課程標(biāo)準(zhǔn)的理念和

28、各級(jí)目標(biāo)要求，對(duì)于英語(yǔ)教師有效展開(kāi)教學(xué)活動(dòng)具有事半功倍的作用。加德納提出的多元智能理論能在一定程度上能幫助小學(xué)英語(yǔ)教師在教學(xué)中實(shí)現(xiàn)新英語(yǔ)課程標(biāo)準(zhǔn)所提出的要求。該理論指出：每個(gè)人都同時(shí)擁有八種智能，而各個(gè)個(gè)體的智能組合方式卻是獨(dú)特的，因此個(gè)體的學(xué)習(xí)途徑和能力發(fā)展也會(huì)不同；各個(gè)智能不能單獨(dú)存在，而是相互影響以多種組合運(yùn)作的方式來(lái)解決問(wèn)題。多元智能的教育意義在于提倡關(guān)注個(gè)體差異，因材施教。這與新英語(yǔ)課程標(biāo)準(zhǔn)所倡導(dǎo)的尊重個(gè)體差異、教育面向全體學(xué)生的基本理念相一致。其次，小學(xué)階段技能目標(biāo)描述為聽(tīng)做、說(shuō)唱、玩演、讀寫(xiě)、視聽(tīng)的方式，這也正好符合多元智能理論的教學(xué)主張：通過(guò)多元智能而教；為多元智能而教；圍繞多

29、元智能而教。而這些方式，正好能關(guān)注個(gè)體差異，使不同個(gè)性的學(xué)生都能得到發(fā)展。因此在小學(xué)英語(yǔ)教學(xué)課堂中，教師應(yīng)該注重每個(gè)學(xué)生的個(gè)性發(fā)展特點(diǎn)，在多元智能理論指導(dǎo)下運(yùn)用多種方式組織課堂活動(dòng)來(lái)幫助學(xué)生提高學(xué)習(xí)效率。然而，目前小學(xué)英語(yǔ)閱讀教學(xué)現(xiàn)狀令人擔(dān)憂，不當(dāng)?shù)拈喿x教學(xué)模式過(guò)早地導(dǎo)致小學(xué)生喪失英語(yǔ)閱讀的興趣，閱讀能力低下。為了幫助學(xué)生在閱讀課上得到更好的全面發(fā)展，尋求一種新的英語(yǔ)閱讀教學(xué)方式則顯得至關(guān)重要。因此，作者試圖在小學(xué)英語(yǔ)閱讀課堂中引入多元智能，在新英語(yǔ)課程標(biāo)準(zhǔn)的理念的指導(dǎo)下進(jìn)行閱讀教學(xué)。作者在重慶市北碚區(qū)中山路雙語(yǔ)小學(xué)校進(jìn)行了為期四個(gè)月的實(shí)證研究，實(shí)驗(yàn)對(duì)象為五年級(jí)的兩個(gè)平行班，分別為實(shí)驗(yàn)班和對(duì)照

30、班，且兩個(gè)班均由同一位教師執(zhí)教。其中，對(duì)實(shí)驗(yàn)班實(shí)行多元智能理論指導(dǎo)的閱讀教學(xué)，對(duì)照班仍然采用傳統(tǒng)閱讀教學(xué)方式。結(jié)果表明實(shí)驗(yàn)班比對(duì)照班對(duì)英語(yǔ)閱讀更感興趣，而且閱讀測(cè)試分?jǐn)?shù)通過(guò)spss軟件分析明顯高于對(duì)照班。因此，本試驗(yàn)證明了多元智能在小學(xué)英語(yǔ)閱讀課堂中對(duì)學(xué)生閱讀興趣以及閱讀能力的提高有明顯的促進(jìn)作用。該研究將在一定程度上豐富多元智能理論在中國(guó)的應(yīng)用的實(shí)踐經(jīng)驗(yàn)，也可以幫助小學(xué)英語(yǔ)教師更好地了解多元智能觀指導(dǎo)下的新興英語(yǔ)閱讀教學(xué)模式，從而更好地實(shí)現(xiàn)為學(xué)生的全面發(fā)展而教的目標(biāo)。多元智能理論在小學(xué)英語(yǔ)課堂中的應(yīng)用研究具有廣闊的發(fā)展空間。由于人力、物力、財(cái)力等多方面的限制，本文僅小范圍地研究了多元智能理論

31、在提高小學(xué)生英語(yǔ)閱讀興趣及增強(qiáng)英語(yǔ)閱讀技能的應(yīng)用，樣本代表性不夠強(qiáng)、研究不夠全面。更多的研究可以關(guān)注多元智能在小學(xué)英語(yǔ)閱讀課堂中亟需發(fā)展的其他方面如：基于該理論的評(píng)價(jià)、閱讀檔案的建立、情感的關(guān)注等。 關(guān)鍵詞：多元智能 小學(xué)英語(yǔ)閱讀chapter oneintroduction1.1 the national english curriculum standards and mi theorywith the rapid development of economy and society, english, as an important communication tool, is rece

32、iving 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 would be offered at primary level from september of that yea

33、r, 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. the national english curriculum standards postulates that the

34、 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 pupils preliminary ability to use english in daily exchanges and l

35、ay 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, knowledge, affects, strategies and cultural awareness in order to la

36、y 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: the theory of multiple intelligence in 1983 in which he defin

37、ed the first seven intelligences: mathematical-logical intelligence, musical intelligence, verbal-linguistic intelligence, visual/spatial intelligence, bodily/kinesthetic intelligence, interpersonal intelligence and intrapersonal intelligence. in 1999, he added an eighth intelligence, the naturalist

38、 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 of educational implications that are worthy of consideration

39、.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 intelligences are individuality and learning by doing. the two c

40、onceptions 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 that pupils can become all-round from the biological perspec

41、tive. 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 the eight intelligences; a few lack most of the rudimentary

42、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 different intelligences combination, people tend to handle things in

43、 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 eight intelligences to a reasonably high level of performance wit

44、h 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 the same time.in addition, the national english curriculum st

45、andards 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 really exists by itself in life. intelligences are always in

46、teracting 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 so to reach the objective of overall development of pupils.mi

47、 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 applied it to their lesson planning and program and curriculum de

48、velopment (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 the

49、m to develop their life-long learning. 1.2 current situation of english reading in primary schools among the four language skills, reading is an important part in posing pupils into larger amounts of input. “l(fā)anguage learning needs large amounts of reading, so is english learning. those who are good

50、 at english, generally, must have read volumes of books; the more you read, the better your english will be” (huang yuanshen, 2006). the malpractices of the classroom teaching, however, have hampered pupils to master the necessary reading skills. in the national english curriculum standards, the rea

51、ding requirements for primary school english are designed into two levels (see appendix a). nevertheless, english reading instruction in many primary schools has not received a deserved treatment as required, for teachers feel it hard to adapt to the national english curriculum standards and pupils

52、are not interested in english reading as a result. currently, english reading in primary schools is severely lagged behind, which can be manifested as: 1. reading instruction for pupils at higher level is still dominated by activities that focus on speaking and listening excessively, lacking ample w

53、ritten inputs. in reading class, just after presenting the sound and meaning through powerpoint, teachers always hastily switch to activities such as games and songs, no time left for pupils to relate the sound, meaning, and word form together. high technology does facilitate english teaching a lot

54、in education. however, it is an extreme to put all materials onto the screen without writing a single word on the blackboard through the whole class time. as a result, key words and sentences, together with the fabulous flash and colorful pictures, are flipped over in a rather short time. without do

55、ubts, speaking and listening are advocated loudly in the lower grades. the problem is that many teachers still teach pupils in grade 5 or 6 in this way, neglecting further cultivation of reading and writing. as a result, many pupils nowadays can speak english but hardly recognize the learned words w

56、ithout the assistance of pictures, several years english learning experience notwithstanding.2. emphasizing reading result, neglecting training of necessary reading skills. it is another extreme compared with the problem above. instruction of reading in primary schools is slightly different from tho

57、se in middle schools or high schools. at this stage, it is more practical to teach pupils how to pronounce words according to the spelling rules, how to read in sense group and how to exercise basic skills in reading texts. however, there are teachers who have ignored the training of these skills in

58、 the process of teaching reading words, sentences and texts. therefore, pupils are at a loss when confronted with new words, they are afraid to try to pronounce, nor willing to guess its meaning from the context. 3. many teachers claim that it is not necessary to emphasize primary school pupils english reading because of their limited vocabulary. this notion has led to the deficiency of extra-curriculum reading materials for pupils. though in