多元智能理论在小学英语教学中的运用

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1、呼伦贝尔学院外国语学院本科毕业论文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The Application of Multiple Intelligences Theory in Primary English TeachingMajor : EnglishApplicant: YuHuanhuanGuidance Teacher: Yang JingDepartment Foreign Language DepartmentDate May 10th,2014附录呼伦贝尔学院学位论文原

2、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

3、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: The Theory of Multiple Intelligence was put forward by an American psychologist, Howard Gardner, in 1983. It has greatly influenced the education of many countries in the world. The reachers of applying the theory to th

4、e teaching practice mushroom all over the world. Based on the problems existing in the current primary school teaching as the starting point, the thesis systematically illustrates the application of multiple intelligences theory in primary school English teaching. The thesis aims at putting forward

5、a framework of applying multiple intelligences theory to English teaching in primary school, promoting the teacherss understanding about the theory and providing guidance of their practices.Keywords: multiple intelligences theory; primary school; the application.ContentsIntroduction.11. Current situ

6、ation in primary English teaching.11.1 The traditional view of students in English teaching.21.2 The traditional view of teachers in English teaching.22. Multiple intelligences theory.32.1 The classification of multiple intelligences theory.32.2 The influence of the multiple intelligences theory .33

7、. The application of multiple intelligences theory in primary English teaching.43.1 The application in lesson plan.43.1.1 The design of the multiple teaching aims.43.1.2 The design of the multiple teaching tools.53.2 The application in teaching process.63.2.1 The multiple lead-in.73.2.2 The multiple

8、 activities.83.2.3 The multiple management.83.3 The application in evaluation.9Conclusion.10Bibliography.11Introduction: Nowadays, with the development of the world, more and more people concentrate themselves on studying methods of the English teaching. Although these methods have got a lot of good

9、 effects on the students, there are some questions in English learning. With this background, the American professor Howard Gardner put forward the multiple intelligences theory in 1983.There are four chapters in this thesis. Chapter one is current situation in Primary English teaching. In this chap

10、ter, it focuses on introducing some questions that exist in Primary English Teaching. The second part is main introduce the multiple intelligences. The third part is the multiples application in primary English teaching. This part mainly introduces the multiple intelligences theory in terms of lesso

11、n design, teaching process and evaluation. Finally, the conclusion is drawn that the application of multiple intelligences theory in primary English class has some positive influence on students improvement in English. It turns out that multiple intelligences theory helps to improve students learnin

12、g interest in English. 1. Current situation of primary English teachingWith the development of the education, more and more people have found that some questions still are not solved in primary English teaching. For example, in some schools, there are some English teachers still using the traditiona

13、l methods to teach. That makes more and more students lose their interests in English. Besides, the traditional views of the students, and teachers also caused negative effects to the students personal development and effects in Primary English teaching. 1.1 The traditional view of students in Engli

14、sh teaching The teachers traditional view of students denies the students diversity. They used the same methods and textbook to teach all of students, and according to their final exams to put students into two categories: the first is good students, the second is poor students. So, In English class

15、es, teachers often care about the good students and give up those poor students in English classes. In such learning circulation, the poor students will cause some negative feelings. For example: low self-esteem. That is very bad for students mental health, and development in the future. More over,

16、the traditional view of students negatives students others abilities, and teachers just judge a students by their grades, that is very unilateral. 1.2 The traditional view of teachers in English teaching The traditional views of teachers still impart knowledge to students as the purpose of teaching.

17、 Teachers emphasis too much on knowledges transfer and ignore students intelligences and development. In this kind of classes, teachers control over to learners thinking, and deprive learners spirit of free development space. Besides, because of school teaching plan, the majority of primary school E

18、nglish teachers have to according to the traditional teaching plans to teach English. Teachers still regard the method of teaching answer as the main form of teaching. This traditional method ignores the real teaching should pursue the goal: to develop students intelligences and development, and the

19、y often use a kind of standardized model for all students. The traditional teaching methods mode is single. In most English classes are mostly teachers tell students to listen to teachers, and teachers asked some questions to students. The teaching aids still are blackboard and textbooks. In this me

20、thod, the teachers always take up a lot of valuable class time to write knowledge on the black board. So, the learning efficiency is very low. In this way, teachers teach a lot of knowledge from text book, and students try their best to rote all of knowledge what teachers said. 2. Multiple intellige

21、nces theoryThe American professor Howard Gardner put forward the multiple intelligences theory in 1983. Multiple intelligences theory admit the diversity to the Students, that means different students may have differences in personalities, methods, interests and other factors in English learning, an

22、d in order to make every student get the best development, teachers often according to the students diversity to take different methods to teach. By investigation, the multiple intelligences theory has got some evident effects in English teaching. So, in the modern education, more and more primary s

23、chools have taken this theory to improve their teaching effects in English classes. 2.1 The classification of multiple intelligences theoryThe Multiple Intelligences can be classified eight different varieties. The first is Linguistic Intelligence, it refers to the ability of people to the languages

24、 understand and application. The second is Logical mathematical Intelligence; it means the peoples ability of calculation, illation, and logical thinking. The third is spatial Intelligence; it refers to the ability to the spatial relations memory, experience, and distinguishes. The fourth is Bodily

25、Intelligence, it refers that one person have the ability to applies their own body. It shows that people can control their body very well, and can do different reactions according to the reality. The fifth is Musical Intelligence. It refers to one person who has the sensitive to musical rhyme, tone,

26、 and melody. The sixth is Interpersonal Intelligence. It shows people have the ability to experienced others mood, and do the reaction according to these moods, and purposes. The seventh is Intrapersonal Intelligence. It refers to the ability to the correct evaluation to them, and does the correct c

27、ontrol to their behaviors. The last is Naturalist Intelligence. It refers that people have the ability of classification, and distinguish to the nature, and one person should be very sensitive to the nature. 2.2 The influence of the multiple intelligences theory On the one hand, the Multiple Intelli

28、gences theory is helpful to arouse the interest of students learning English, and enhance the internal motivation. That is to say, this theory can change students notion from “You want me learn” to “I want to learn” in their study (Wang Lifei, 2004:2004). If teachers can use variety of ways to prese

29、nt information, let every child with love and interests to listening, they will get a sense of accomplishment in learning. On the other hand, the influence is to improve teaching effectives. The Multiple intelligences can expand the teaching aids and strategies. Thus, Students are encouraged to use

30、all of its intelligences to obtain knowledge, and get deeper understand to the teaching materials.3. The application of multiple intelligences theory in primary English teachingBecause the traditional English teaching method exists some questions. So, more and more experts study more suitable ways t

31、o primary English teaching. With the deep understand to the Multiple intelligences theory, educators have found that this theory is very good to teaching in English classes. Therefore, many schools began to test the method. By the survey, more and more teachers have found that this method has get a

32、lot of achievements on English teaching, and students have built their positive attitude to learn the English. 3.1 The application in lesson plan 3.1.1 The design of multiple teaching aimsEverybody knows that primary is the key time to learn English. However, there are some questions still exist in

33、the primary schools. Some of the English teachers still obey the traditional views on English teaching, and totally ignore the pupils different intelligences. In their English classes, pupils seldom open their mouths to communicative with partners in English. Except that, the listening practices als

34、o have been canceled. Some fact shows that this method ignores pupils comprehensive development. So, as a good English teacher, it is very necessary to design the multiple teaching aims.For example, one of the unit in the pupils textbook is about telephone call. In this unit, teachers first should l

35、et students know some important sentence pattens that are often used in our life. Such as, May I speak to . . Where is he or she? Would you please.? What time is . When teachers design this lesson, they not only ask students know these sentence meaning, but also let students have the ability to spea

36、k some different phrases and words. Such as some telephone number: 8614756, 6784325 and so on. The teaching purpose is that when students speaking and thinking English sentences and words, they also implore their linguistic and logical intelligences at the same time. In a telephone lesson, the secon

37、d part is ask students to make some dialogues to their partners. A: May I speak to Jim, please?B: Sorry. Hes not at home.A: Where is he now?B: He went to the bookshop.A: Would you please take a message?B: Sure.A: Tomorrow is Teachers Day. Well havea party at school.B: What time is the party?A: At th

38、ree thirty in the afternoon.B: OK, Ill tell him When hes back.A: Thank you.In this part, students can take the initiative attitude to speak dialogue and after several times exercise, the students have the new realize on the English pronunciation intonation. Thus, their linguistic have been developed

39、. Except that, the interpersonal intelligence also get the development when pupils make the dialogue. 3.1.2 The design of the multiple teaching toolsAn effective class is very necessary in modern school, especially in pupils classroom. In the past, pupils were different to learn English. That becaus

40、e the teachers had no good teaching tools, and when teachers teach pupils English, teachers did not show the vivid pictures, beauty music, and funny stories. So, most of students have no interest in English learning. In the modern English classes, If teachers get the suitable teaching tools in pupil

41、s classroom, the students will have the better state to listen lessons. Therefore, their intelligences are more easily to be implored. There are some examples:A. computerThe most prominent is computer. Computer is very useful in the classroom. Teachers not only can use it to look for some relevant k

42、nowledge to open their field of vision, but also can look for some materials to improve the quantity of the education. For example, in the pupils classroom, if a teacher wants to introduce some animals or people, teachers can find some pictures from the computer, and pupils will have the deep vision

43、 by this vivid method.B. Projector This teaching tools most advantage is that it can show the words on the screen quickly and every students can look the words at the same time. The invention of the projector have changed the traditional low effective question and it also have made great contributio

44、n to the education. C. Other teaching tools Except these teaching tools, there are others are often used in the classrooms. For example, chalks, vivid pictures, rulers and so on. The teaching tools function is to help teachers to teach lessons. So, in the modern education, teachers should take the m

45、ultiple teaching tools to teach their students. Thus, students can control the necessary knowledge in a shot time. 3.2 The application in teaching process3.2.1 The multiple lead-inThe traditional English classes, teachers always ignore the lead-in in the classes. So, when pupils listening classes, s

46、ome of the students maybe cant follow the teachers thought. That will caused students cant understand some new knowledge, and gradually they may give up the English learning. Therefore, the modern English teachers should make the multiple lead-in and give the enough time for students to accept the n

47、ew lessons.When English teachers lead-in a friend lesson , they can have a lot of methods. The first way is to play a song that about friends to the students, and let students guess whats the songs theme. By this way, teachers can implore pupils musical intelligence. The second way is to ask some of

48、 the students to describe their friends appearances and let others to guess who is he or she. This way develop pupils linguistic language. The third method is ask students write their friends on the paper and students account their friends names and finally teacher praise the student who have the mo

49、st friends. This method can exercise pupils logical mathematical intelligence. The next method is that teachers ask students to imagine what kind of friends do they want to posses and then draw their profiles on the paper. This way implore pupilsspatial intelligence. Of course, Except the following

50、methods, it should also have other methods. So, a good English teacher should have the ability that can according to students real situation to take the most suitable and acceptable ways to import a lesson.3.2.2 The multiple activitiesBecause some of primary schools and families pay attention to pup

51、ils English grades. Therefore, some of teachers just order pupils remember some grammars and sentences. They always ignore different activities in the English classes. The result shows that although most of pupils can get high grades, they lake of the real ability to application English to implore t

52、heir different intelligences. So,the activities is necessary in primary English classes. Teachers can according to these activities to develop pupils different intelligences. The following are some specific examples:A. Guessing animalsWhen pupils learn the unit of the animals, the teachers tell some

53、 information about the animal: Its big. It has a long nose. It has two big ears and two small eyes. And then ask pupils what is it. By this method, students not only have a deep impression to the animals, but also arouse their interest and develop their linguistic intelligence.B. SingingWhen teacher

54、s teacher the following patterns: “What are you doing? I am .” Teachers can put the sentence into a duet. For example, A: What are you doing? What are you doing? Boys and girls. Boys and girls. I am listening. I am listening. Miss Gao. Miss Gao. Another example, When teachers teacher pupils some wor

55、ds about our body, they can import by the following English song: “Head and shoulder and knees and tones knees and tones, Head and shoulder and knees and tones knees and tones, Eyes and ears and mouth and noses, Head and shoulder and knees and tones knees and tones.” Some fact shows the English song

56、s not only inforce the linguistic and music intelligences development, but also be good for their thinking abilities.C. Drawing picturesAfter learn the unit meet my family, students should design a picture in terms of teachers requires. For example, teachers ask students to draw a family tree, and t

57、hen write down everyones name and their favorite food. In the end, teachers will give praise to the best picture. By this method, pupils spatial Intelligence will get the better development.D. Calculating numbersAfter teaching the numbers, English teachers should make some questions about the number

58、s. For example, Whats four and two? Whats ten and three? And so on. E. Guessing words This game need two pupils, and one person look at the words and make the relative acts to show the English words meaning and until another student guess the English words successful. For example, rabbit. One of the

59、 pupil can use his or her figures on his or her hand and pose the V as the ears. This activity is very vivid, and when students learn the English words they also exercise they body. Thus, pupils bodily intelligence have been implored.3.2.3 The multiple managementThe classrooms management play a very

60、 important role in the primary school. Although the multiple intelligence did not refer to the management of the classroom, it has given some new ideas for the English teachers on the classrooms management. For the English teachers, it is not enough to manage students just rely on the language intel

61、ligence. Teachers also can use other intelligences to keep classrooms disciple.For example, a teacher ask students to be quiet by playing piano. It shows the musical intelligence. The second example, a teacher put his finger on his mouth to hint students to be quiet. It shows the bodily intelligence

62、. The third example, teachers use the silent method to make students feel self-accusation and obey the teachers commands. It shows the intrapersonal intelligence. The next example, a teacher use the watch to record the students studying time. It shows the logical mathematical Intelligence. These examples show that under the multiple intelligence theorys direct, people have changed the traditional single method to manage students. By the contrast, the multiple managements