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多元智能教学法在高中英语教学中的应用研究 [3]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-12-27编辑:lgg点击率:10892

论文字数:38547论文编号:org201712202117455306语种:英语 English地区:中国价格:$ 66

关键词:高中英语教学论文多元智能理论英语教学高中

摘要:本文是高中英语教学论文,本研究旨在将多元智能教学法应用于高中英语课堂。在为期三个月的实验过程中,作者选择沈阳 xx 高中的高一十班作为控制班,采用传统教学法。高一十一班选为实验班,采用多元智能教学法。

ill be easier for studentsto learning what is coming next.
........

Chapter 3 Methodology ......27
3.1 Research Questions..... 27
3.2 Subjects ..... 27
3.3 Instruments......... 28
3.3.1 Questionnaires............ 28
3.3.2 Pre-test ..... 28
3.3.3 Post-test.... 29
3.4 Procedures.......... 29
3.5 Data Collection and Data Analysis ........ 34
Chapter 4 Results and Discussion ............54
4.1 Results....... 36
4.2 Discussion .......... 42
Chapter 5 Conclusions ....5
5.1 Major Findings............ 47
5.2 Pedagogical Implication....... 48
5.3 Limitations of the Study....... 49
5.4 Suggestions for Further Study ...... 50

Chapter 4 Resu lts and Discussion

This chapter consists of the results and discussion of the study. The results referto the results of the questionnaires and the results of the tests. The discussion is aboutthe two research questions, including: discussion on the positive effects on students’English learning attitudes after the application of MIT; discussion on the positiveeffects on students’ English learning attitudes after the application of MIT; discussionon students’ English proficiency after the application of MIT.

4.1 Results

In this part, the results of the questionnaires are presented by excel, while theresults of the tests are analyzed by the software SPSS 19.0.Question 1-4 are about students’ present learning state and participation in theclassroom activity. As shown in table 4.1, 58% of the students are dissatisfied aboutthe present English classroom activity. What’s more, 74.5% of the students stronglyagree that teachers should design diversified classroom activities to create properlearning situations for them. About 67% of the students think that there is correlationbetween English classroom activity and learning outcomes. What’s worse, over halfof the students admit that they cannot participate in the classroom activity.

..........

Conclusions

This is the final part of the research. In this chapter, the author demonstrates themajor findings of the experiments and states the pedagogical implication andlimitations of the study as well as suggestions for further research.In the traditional classrooms, students’ participation degree and satisfactiondegree of present classroom activities is relatively low. Sometimes, students aredistracted from classes and not so confident in finishing the activities on their own. Toa certain degree, students become passive in class and let the score and ranking takethe leading role, which is definitely a kind of short-term behavior. In contrast, in aMIT-based classroom, teachers view students’ intelligences, interest and hobbies froma multiple perspective, so that the students become more confident in themselves andtheir team spirit is greatly cultivated in diversified classroom activities. Therefore,students’ learning attitudes are greatly enhanced after the application of MIT-basedteaching approach.Results of the tests and questionnaires have all indicated that the application ofMI theory to high school English teaching in the experimental class is truly effectivein enhancing students’ English proficiency. In diversified activities, students are giventhe chance and freedom to memorize and consolidate knowledge in their own way, sothe论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。
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