【作者】 陈娟；

【导师】 师振黎；

【作者基本信息】 云南师范大学 ， 学科教学， 2007， 硕士

【摘要】 为解决目前高中生物复习教学普遍存在的:教学中忽视学生个体的不同,多采用“压”、“灌”的方式,导致复习课模式单一。学生被动接受,不会反思,课堂气氛压抑、沉闷,内容枯燥,师生疲劳,复习效率低下等问题。本研究将多元智能理论应用于高中生物复习教学中,以多元智能为手段,依据学生的智能差异探索有利于促进各种智能类型的学生积极、主动的参与到复习教学中的个性化教学策略,使每一个学生都有机会利用自己智能上的强项和优势进行复习,从而有效提高复习效率,减轻学生的压力。研究在分析教材内容的基础上依据多元智能理论的智能类型提出了八类高中生物复习的教学策略,并用多元智能检测表对开远一中高三理科平行班中的174名学生进行调查,建立常模。根据高二学年期末成绩选出情况基本相似的两个班(高三7班为实验班,高三8班为对照班)。利用常模对实验班学生智能情况进行分析及对学生进行反馈,并于2006年9月至10月,对实验班实施多元智能复习策略的实验研究。实验实施后,实验班学生的成绩显著提高(9月Z=1.44,P＞0.05;10月Z=2.75,P＜0.01),学习态度和行为有明显的转变,学习自信心增强。研究结果表明:应用多元智能理论设计的生物复习教学策略能有效促进学生积极、主动地参与到复习教学中,提高复习效率,并能促使学生形成积极的态度和学习行为,进而提高复习教学质量。更多还原

【Abstract】 In order to solve the prevalent problems in the teaching of the senior biology revision, such as neglecting the differences of individual, teaching with the method of cramming, which lead to the simplex of revision lesson, which makes the students accept everything passively and have no time to think about what they have learned. In this case, the class atmosphere is depressing, the class content is boring so that teacher and students feel tired easily and the teaching result is not so good. The research shows how to use the multiple intelligences theory for senior biology revision and how to use this theory to boost the students of various intelligence levels to take part in the teaching actively in order to let each student have opportunity to revise their lessons according to their intelligence feature so that they can promote the efficiency and reduce the pressure. Based on analyzing the contents of teaching material and via the multiple intelligence theory, eight strategies of how to revise senior biology have been put forward, and I have detected two common science classes (174 students ), one is experiment class and the other is comparison class, of Kai Yuan No. 1 middle school. From September to October in 2006,I carried out my strategies in the experiment class and estimated them according to the results of the monthly exam of September and middle-term exam. I found that the marks of the exam were improved greatly during the experiment (in September, Z=1.44, P > 0.05, in October, Z=2.75, P< 0.01) , especially the attitude and method of learning have changed a lot. It proves that the teaching strategy based on multiple intelligences theory can boost the senior students’ biology revision and help them to have active learning attitudes and habits.更多还原