高中英语阅读能力与多元智能相关性研究
发布时间：2022-08-11 19:06
自霍华德·加德纳提出多元智能理论以来,阿姆斯特朗（1994）是第一个将多元智能理论与英语阅读结合起来进行研究的人。之后,拉齐尔（2003）提出的多元智能理论模型影响了阅读教学的研究。随着新英语课程标准的颁布,对英语教学提出了培养学生核心素养的要求,多元智能理论在我国重新引起了人们的兴趣。然而在多元智能研究领域,大部分研究都是将多元智能理论运用于小学或者初中,将多元智能理论运用于高中的研究寥寥无几。本研究旨在探讨高中生多元智能与阅读能力的关系,以及实验前后多元智能,阅读能力和阅读态度的差异。研究问题如下:1.多元智能与阅读能力之间的关系是什么?2.基于多元智能理论的阅读教学,学生的各项智能和阅读能力是否存在显著差异?3.基于多元智能理论的阅读教学,学生的阅读态度是否存在显著差异?本研究采取问卷调查法和实验法,以三中的高二学生为研究对象,实验班64人,对照班65人。实验结果显示,在一学期的教学实验,学生在实验班的阅读能力、智能水平以及阅读能力和多元智能的关系都有了明显的不同。首先,从阅读能力和多元智能的关系来看,阅读能力和多元智能存在正相关的关系,言语语言智能与阅读能力呈中度正相关关系,逻...
【文章页数】：92 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1.Introduction
1.1Research Background
1.2 Research Significance
1.3 Structure of the Thesis
2.Literature Review
2.1 Multiple Intelligences
2.1.1 Category of Multiple Intelligences
2.1.2 Characteristics of Multiple Intelligences
2.1.3 Multiple Intelligences Theory Teaching Mode
2.2 English Reading
2.2.1 Definition of English Reading
2.2.2 English Reading Model
2.3 Reading Proficiency
2.4 Reading Attitude
2.5 Theoretical Basis
2.6 Previous Research on Multiple Intelligences Theory in Reading TeachingAbroad and at Home
2.6.1 Previous Research on Multiple Intelligences Theory in ReadingTeaching Abroad
2.6.2 Previous Research on Multiple Intelligences Theory in ReadingTeaching at Home
2.7 Summary
3.Research Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Multiple Intelligences Questionnaire
3.3.2 Test Paper
3.3.3 Attitude Questionnaire
3.4 Research Procedure
3.4.1 Pre-test
3.4.2 Pre-questionnaire
3.4.3 Teaching Procedure
3.4.4 Post-test
3.4.5 Post-questionnaire
4.Results and Discussion
4.1 Results and Discussion of the Correlation
4.2 Results and Discussion of Multiple Intelligences Questionnaire
4.2.1 Differences in Multiple Intelligences before Reading Instruction
4.2.2 Differences in Multiple Intelligences after Reading Instruction
4.3 Results and Discussion of Reading Testing Papers
4.3.1 Differences in Reading Achievement before Reading Instruction
4.3.2 Differences in Reading Achievement after Reading Instruction
4.3.3 Differences in Reading Achievement before and after Instruction inExperimental Class
4.3.4 Differences in Reading Achievement before and after Instruction inControl Class
4.4 Results and Discussion of Attitude Questionnaire
4.4.1 Differences in Reading Attitude before Reading Instruction
4.4.2 Differences in Reading Attitude after Reading Instruction
4.4.3 Differences in Reading Attitude before and after Instruction inExperimental Class
4.5 Summary
5.Conclusion
5.1 Major Findings of the Research
5.2 Implications for English Teaching in Senior High School
5.3 Limitations of Research
5.4 Suggestions for the Further Research
References
Appendix Ⅰ Multiple Intelligences Questionnaire
Appendix Ⅱ Attitude Questionnaire
Appendix Ⅲ Pretest Paper
Appendix Ⅳ Post-test Paper
Appendix Ⅴ Pre-test and post-test in EC
Appendix Ⅵ Pre-test and Post-test in CC
Appendix Ⅶ Pre-questionnaire and Post-questionnaire in EC
Appendix Ⅷ Pre-questionnaire and Post-questionnaire in CC
作者简介
伊犁师范大学硕士研究生学位论文导师评阅表
【参考文献】：
期刊论文
[1]多元智能理论视角下的初中英语阅读教学策略研究[J]. 顾顺晨,王静芝,陆文静. 科教文汇(下旬刊). 2016(12)
[2]多元智能理论视域下的小学英语教学[J]. 刘忠喜. 教育探索. 2014(12)
[3]“多元智能理论”与高中英语教学[J]. 陈娇. 新课程(中旬). 2013(05)
[4]多元智能理论下的高中英语教学活动探究[J]. 陈洪梅. 中学教学参考. 2012(18)
[5]多元智能理论在高中英语课堂教学中的应用[J]. 卜玉刚. 考试周刊. 2012(06)
[6]浅析网络环境下多元智能理论对高职英语听力教学的影响[J]. 罗雅婷,董蓉. 南昌教育学院学报. 2011(04)
[7]多元智能理论在中等学前教育英语阅读教学中的运用[J]. 郭春利. 中国教育学刊. 2010(S1)
[8]如何在英语阅读教学中应用多元智能理论[J]. 王占伶. 职业时空. 2007(09)
[9]多元智能理论在中国与世界的现状和未来[J]. 沈致隆,霍华德·加德纳. 全球教育展望. 2007(01)
[10]借鉴多元智能理论:换一种眼光看教育[J]. 陶西平. 中国职业技术教育. 2005(31)
硕士论文
[1]中职生多元智能与英语阅读成绩相关性研究[D]. 钱红.扬州大学 2019
[2]基于“多元智能理论”的高一英语阅读教学研究[D]. 支颖.上海师范大学 2017
[3]多元智能理论在初中英语阅读教学中的应用[D]. 王宗川.重庆师范大学 2014
[4]浅论通过激发学生英语阅读兴趣提高阅读能力[D]. 谢宙琼.华中师范大学 2008
本文编号：3675217
【文章页数】：92 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1.Introduction
1.1Research Background
1.2 Research Significance
1.3 Structure of the Thesis
2.Literature Review
2.1 Multiple Intelligences
2.1.1 Category of Multiple Intelligences
2.1.2 Characteristics of Multiple Intelligences
2.1.3 Multiple Intelligences Theory Teaching Mode
2.2 English Reading
2.2.1 Definition of English Reading
2.2.2 English Reading Model
2.3 Reading Proficiency
2.4 Reading Attitude
2.5 Theoretical Basis
2.6 Previous Research on Multiple Intelligences Theory in Reading TeachingAbroad and at Home
2.6.1 Previous Research on Multiple Intelligences Theory in ReadingTeaching Abroad
2.6.2 Previous Research on Multiple Intelligences Theory in ReadingTeaching at Home
2.7 Summary
3.Research Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Multiple Intelligences Questionnaire
3.3.2 Test Paper
3.3.3 Attitude Questionnaire
3.4 Research Procedure
3.4.1 Pre-test
3.4.2 Pre-questionnaire
3.4.3 Teaching Procedure
3.4.4 Post-test
3.4.5 Post-questionnaire
4.Results and Discussion
4.1 Results and Discussion of the Correlation
4.2 Results and Discussion of Multiple Intelligences Questionnaire
4.2.1 Differences in Multiple Intelligences before Reading Instruction
4.2.2 Differences in Multiple Intelligences after Reading Instruction
4.3 Results and Discussion of Reading Testing Papers
4.3.1 Differences in Reading Achievement before Reading Instruction
4.3.2 Differences in Reading Achievement after Reading Instruction
4.3.3 Differences in Reading Achievement before and after Instruction inExperimental Class
4.3.4 Differences in Reading Achievement before and after Instruction inControl Class
4.4 Results and Discussion of Attitude Questionnaire
4.4.1 Differences in Reading Attitude before Reading Instruction
4.4.2 Differences in Reading Attitude after Reading Instruction
4.4.3 Differences in Reading Attitude before and after Instruction inExperimental Class
4.5 Summary
5.Conclusion
5.1 Major Findings of the Research
5.2 Implications for English Teaching in Senior High School
5.3 Limitations of Research
5.4 Suggestions for the Further Research
References
Appendix Ⅰ Multiple Intelligences Questionnaire
Appendix Ⅱ Attitude Questionnaire
Appendix Ⅲ Pretest Paper
Appendix Ⅳ Post-test Paper
Appendix Ⅴ Pre-test and post-test in EC
Appendix Ⅵ Pre-test and Post-test in CC
Appendix Ⅶ Pre-questionnaire and Post-questionnaire in EC
Appendix Ⅷ Pre-questionnaire and Post-questionnaire in CC
作者简介
伊犁师范大学硕士研究生学位论文导师评阅表
【参考文献】：
期刊论文
[1]多元智能理论视角下的初中英语阅读教学策略研究[J]. 顾顺晨,王静芝,陆文静. 科教文汇(下旬刊). 2016(12)
[2]多元智能理论视域下的小学英语教学[J]. 刘忠喜. 教育探索. 2014(12)
[3]“多元智能理论”与高中英语教学[J]. 陈娇. 新课程(中旬). 2013(05)
[4]多元智能理论下的高中英语教学活动探究[J]. 陈洪梅. 中学教学参考. 2012(18)
[5]多元智能理论在高中英语课堂教学中的应用[J]. 卜玉刚. 考试周刊. 2012(06)
[6]浅析网络环境下多元智能理论对高职英语听力教学的影响[J]. 罗雅婷,董蓉. 南昌教育学院学报. 2011(04)
[7]多元智能理论在中等学前教育英语阅读教学中的运用[J]. 郭春利. 中国教育学刊. 2010(S1)
[8]如何在英语阅读教学中应用多元智能理论[J]. 王占伶. 职业时空. 2007(09)
[9]多元智能理论在中国与世界的现状和未来[J]. 沈致隆,霍华德·加德纳. 全球教育展望. 2007(01)
[10]借鉴多元智能理论:换一种眼光看教育[J]. 陶西平. 中国职业技术教育. 2005(31)
硕士论文
[1]中职生多元智能与英语阅读成绩相关性研究[D]. 钱红.扬州大学 2019
[2]基于“多元智能理论”的高一英语阅读教学研究[D]. 支颖.上海师范大学 2017
[3]多元智能理论在初中英语阅读教学中的应用[D]. 王宗川.重庆师范大学 2014
[4]浅论通过激发学生英语阅读兴趣提高阅读能力[D]. 谢宙琼.华中师范大学 2008
本文编号：3675217
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