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中文摘要
适应中国基础教育改革的实际需要，以美国霍华德·加德纳提出的重大理论成果“多元智能”为理论依据，针对小学《社会》学科的特点，坚持“为多元智能而教，用多元智能来教，围绕多元智能来教”的研究原则，结合“人文教育”和新课程的改革，整合信息技术与《社会》课程，以实验学校为“纽带”，探讨在课堂内外发展学生多元智能的有效教学策略，以及相应的多元多维教育评价体系，旨在使广大教师懂得如何将多元智能理论应用于中小学的课堂教学之中，如何与当前的课程改革发生联系，又如何去改变教师的教学行为和学生的学习方式等，给中小学校的教师们带来了新的教育思维与教学设计的启迪与指导。
本研究简要分析了当前国内外多元智能研究发展现状，对多元智能的基本内涵、观点及其教育理念进行了初步的总结。针对小学《社会》课程的特点及其改革的趋势，论述了多元智能理论与小学《社会》课程基本理念的一致性。将多元智能理论与传统智力理论进行比较，提出了多元智能主题式教学策略的原则并对其所涉及的要素进行了简要分析。最后，综合多元智能主题式教学策略和《社会》课程教学的要求，架构于信息技术，从教学实施的系统性角度进行教学设计，并附有可参考的教学实践案例。另外，本文对教师智能的自我分析与发展、学生多元智能分析及多元智能教学评价等方面问题进行了探讨。
关键词：多元智能，小学《社会》课程，主题教学，信息技术与课程整合，教学设计
Abstract
To adapt the practical demand of Chinese elementary education reform, on the base of Multiple Intelligences theory Which is raised by Howard Gardner, a American psychology professor in Harvard University, according to the characteristic of elementary school society curriculum, insist on the research principle of “For Multiple Intelligences to teach, With Multiple Intelligences to teach, Around Multiple Intelligences to teach ” , and combine “humanities education” to new curriculum reform, and integrate information technology into curriculum ,and take laboratory school as link, to inquiry into the valid instruction strategy to develop students of multiple intelligences at the inside and outside of the classroom and the diverse educational evaluation system. The aim is to make the large of teachers know how to apply Multiple Intelligences theory into the classrooms in primary and junior middle school, and how to contact with current curriculum reform, and how to change the instruction behavior of teachers and the learning method of students, and to bring new instruction thinking and strategy.
The thesis analyzed the current situation of research on Multiple Intelligences theory in civil and abroad, summarized the basic conceptions and education tenet of Multiple Intelligences. According to the characters of the society curriculum and curricula reformation direction in elementary school, this paper points out Multiple Intelligences theory is according with the basic tenets of the society curriculum. The thesis put forward the “Theme type” instruction strategy and analyzed the elements. At last, according to the demand of Theme type instruction strategy and society curriculum, the paper integrated information technology into curriculum, and designed instruction from the systemic view , and gave instruction case for reference. In additional, it probed into three aspects as teacher’s intelligence characters self-analysis and development, the analysis of student’s intelligences shape, the assessment of Multiple Intelligences instruction.
Keywords: Multiple Intelligences, Elementary school society curriculum, Theme instruction，Integrating information technology into curriculum，Instruction design
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