摘 要:多元智能理论是美国哈佛大学心理学家霍华德•加德纳(Howard Gardner)教授提出的一种全新的关于人类智能结构理论。多元智能理论的提出为中学数学课外活动更好的开展提供了理论依据,便于广大中学教师更好地进行数学课外活动的实践与相关的多元评价。本课题通过对中学数学课外活动的界定,分析了数学课外活动特点、现状及其教育价值,从而确立了开展数学课外活动的原则和几种常见组织形式。并在多元智能理论下对中学数学课外活动的内容进行了整合,通过自身的实践对中学数学课外活动的开展提供一些个案指导,最后在多元智能评价的基础上对数学课外活动的评价进行了多维度设计。
全文共分6章,每章内容如下:
第一章:论述本课题研究问题的提出及意义;国内外研究的现状分析。
第二章:论述多元智能理论产生的时代背景与理论背景;多元智能理论的内涵、理论依据;多元智能与新课程改革。
第三章:论述数学课外活动的界定与特点;初中数学课外活动开展的现状调查及分析;数学课外活动的教育价值分析;开展数学课外活动遵循的原则;数学课外活动的主要组织形式。
第四章:论述多元智能指导下初中数学课外活动的实践,包含利用数学课外活动培养学生多元智能的可行性分析;多元智能理论对数学课外活动内容的整合;多元智能下数学课外活动与传统数学课外活动之特征比较和多元智能理论下数学课外活动的个案指导。
第五章:论述对多元智能评价的研究;多元智能下数学课外活动的常见评价方法;多元智能理论下对数学课外活动评价的多维度设计。
第六章:论述多元智能理论指导数学课外活动的几点启示。
关键词: 霍华德•加德纳 , 多元智能理论 , 数学课外活动
ABSTRACT:Multiple intelligence (MI) theory put forward by Howard Gardner, a psychologist of Harvard University, is a wholly new theory about intelligence structure of human being. It thereby provides the theory basis for extracurricular activities of mathematics teaching in middle school. It also enhances the practice of extracurricular activities of mathematics teaching and the accordant overall evaluation made by the middle school teachers. This article analyses the characteristics, the current situation and its educational value of extracurricular activities of mathematics teaching through defining extracurricular activities. Thus the author established the principle and several common organizational forms of extracurricular activities of mathematics teaching. The author also conforms the content of extracurricular activities of mathematics teaching under the guidance of MI theory, and provides some personal practical cases of such activities based on the author’s practice. Finally the author designed the evaluation of extracurricular activities in different ways based on the MI theory.
The article is divided into six parts as follows:
Part One:Raise the thesis and discuss its significance. The analysis of the current situation of the study in home and abroad.
Part Two:The era and theory background of the MI theory. The connotation, theory foundation of MI theory. MI theory and reform of mathematics teaching.
Part Three:The definition and characteristics of the extracurricular activities of mathematics teaching. The analysis of the present situation of the extracurricular activities of mathematics teaching in middle school. The analysis of the educational value of extracurricular activities of mathematics teaching and its principle and main organizational forms.
Part Four:The author mainly discussed the practice of extracurricular activities of mathematics teaching under the guidance of MI, including the workability of developing the MI of the students under the practice of extracurricular activities of mathematics teaching. The conformity of extracurricular activities of mathematics teaching. The differences between extracurricular activities of mathematics teaching and the traditional one.
Part Five:The study of the evaluation of MI. The common ways of evaluation of extracurricular activities of mathematics teaching and its multiple designing.
Part Six:Several enlightenments of extracurricular activities of mathematics teaching.
KEY WORDS: Howard Gardner, Multiple intelligence, Extracurricular Activities of Mathematics Teaching
第一章 引 言
1.1 研究问题的提出及意义
1.1.1 问题的提出
随着现代科学技术的发展,数学的价值与作用受到公众的注意与重视,数学应用意识、创新精神与实践能力的培养成为数学教育的主题。数学课外活动作为在数学课堂教学以外,由数学教师或其他校外数学团体组织学生进行的多种多样的数学教育活动方式,由于其活动形式的多样性、活动内容的趣味性、广泛性、学生的自主参与性受到广大数学教师的重视和中学生的喜爱。开展与课内、校内外相结合的数学课外活动,让学生在活动中观察、实验、调查、自主探究与合作交流,不仅有利于《数学新课程标准》中提出的“自主探索”、“合作交流”、“创新意识” 等能力的培养,而且还可以丰富学生的课外生活、增长数学知识,改变原有的被动性学习方式,同时又配合课堂教学,实施因材施教,促进学生数学素质的全面发展。数学课外活动的开展对发展学生个性、愉悦身心、陶冶情操方面同样具有课堂教学不可替代的作用。