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英美文学教学中多元智能理论的应用研究

论文编号:lw201501091905263573 所属栏目:英语教学论文 发布日期:2018年08月23日 论文作者:无忧论文网

Chapter one    Introduction 
 
Students’ abilities can not be fully cultivated to some extent in the course of British & American  literature  (B-A  literature).  In  recent  years,  many  domestic  experts  hold  that  B-A literature is one of the influential specialized courses for English major’s teaching and years of  teaching  practice  shows  that  it  has  immeasurable  effect  on  improving  students’  human quality and their basic language skills, so its important position in English professional talents training should be recognized as soon as possible (Gu Hong, Du Zhiqing, 2004). Certainly, the practice of most of the B-A literature teaching reforms in China has made a breakthrough. For example, at present, many colleges and universities regard B-A literature as an excellent course. The construction of teaching team, the reform of teaching method, the construction of teaching  material  and  the  using  of  modern  education  means  have  decreased  B-A  literature course’s “marginalized” status in the English majors in colleges and universities. More and more  importance  is  being  attached  to  B-A  literature  course.  While  it  must  be  admitted  that there still exists a number of problems in literature course in many colleges and universities in China, which can be described as follows: knowledge-focused teaching goal, teaching method which  teacher  teaches  and  the  students  only  listen  and  the  final-paper-based  summative evaluation way, all of which neglect the students’ abilities development to some extent. It is not uncommon that the B-A literature teacher teaches in front of the class when the students are  busily  taking  notes  without  thinking  by  themselves.  Besides,  B-A  literature  course materials are very limited, especially the network resources, the teaching courseware, audio and  video  materials.  As  a  result,  the  classroom  teaching  of  B-A  literature  is  not  very encouraging and the classroom atmosphere is not very active. More importantly, students can not participate actively in the class of B-A literature which they could have done. Only when the  students  follow  the  B-A  literature  teacher  closely  can  they  really  gain  some  literature knowledge  from  the  class.  In  other  words,  students’  verbal/linguistic  intelligence  and logical/mathematical  intelligence  are  emphasized,  while  students’  other  intelligences  are neglected, which leads to students’ potential strong intelligences are overlooked and they are not energetic and enthusiastic enough in learning. As a consequence, students’ interests cannot be activated, let alone the cultivation of the students’ comprehensive abilities.
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Chapter Two    Literature Review

2.1 Basic Principles and Viewpoints of MI Theory
  Intelligence has long been a hot research topic for researchers and educators. Although numerous definitions of intelligence have been proposed, no consensus has been reached by scholars.  According  to  “Mainstream  Science  on  Intelligence”,  an  editorial  statement  by  a group of researchers, the definition of intelligence is that “A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend  complex