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題名 | How Multiple Intelligence Approach Facilitates Grammar Instruction in Elementary School English Classroom=多元智慧理論與國小英語文法教學 |
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作者 | 周晏安; 楊愛施; 郭思彤; 黃小恆; 麥偉炫; | 書刊名 | 中州學報 |
卷期 | 23 民95.06 |
頁次 | 頁157-167 |
分類號 | 523.318 |
關鍵詞 | 國小英語; 文法教學; 多元智能教學; Elementary English; Grammar instruction; Multiple intelligence approach; |
語文 | 英文(English) |
中文摘要 | 21世紀這個多元的時代中,在語言教育方面我們應認真地思考個人化多元智能之發展,而不再只是傳統的教學法。因此,注重國小學童個人學習上的獨特性並給予適當的教學法就變得格外的重要了。本研究主要目的是將多元智慧的理論應用在國小兒童英語的文法教學活動上。一般說來,國小英語教師往往最害怕也是最後才會教的是文法的部分。其實對小學生來說是可以用比較特別的方法在正確的時候來引導他們認識文法,本研究主要是以多元智慧理論為基礎,提供研究者自己對於國小英語文法教學的課程設計,參與本次研究的對象是中部某國小的六年級共兩班的65位小學生,為了暸解他們在上完這次的結合多元智能之文法課程後對其的影響。本文將提出一些作為國小英語教師教學應用及後續研究者之建議。 |
英文摘要 | In the various changes in the twenty-first century, we should think thoughtfully about the development of personal Multiple Intelligences in language education instead of the traditional method. Paying attention to the individual differences of our pupils and giving them proper instruction become very significant. This study aims to implement the theory of MIA to the grammar curricular design for Elementary English education in the class. Generally speaking, language items that Taiwan elementary school English teachers are afraid to teach are Grammar. Grammar is usually the last part to be mentioned. It is important for children to learn grammar naturally through better ways, even at the right time. Sixty-five participants who are the sixth graders from the central part of Taiwan Public Elementary School were given a survey asking for their input whether the MIA curriculum helped them become better grammar learners. The results clearly showed most of them were activated by these lessons. Some suggested teaching tips about Grammar with MI are provided as the reference for educational applications and future studies. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。