基于多元智能理论的小组合作学习模式在中学教学实践中的运用及其意义  

The Application and Significance of Group Cooperative Learning Model Based On Multiple Intelligence Theory in Teaching Practice

作　　者：黎昌友[1] 范静侨 张谦益 

机构地区：[1]成都大学,四川成都610106 [2]都江堰市柳街小学,四川成都611843 [3]新津县文井乡中心小学校,四川成都611442

出　　处：《教育与教学研究》2015年第8期94-98,共5页Education and Teaching Research

基　　金：国家社科基金项目"城乡社会统筹视野下促进西部城乡义务教育均衡发展对策研究"(编号:09XSH011);四川省教育厅课题"农民工子女语言应用调查及对策研究"(编号:14SA0194)

摘　　要：基于"多元智能理论"下的小组合作学习模式,教师在教学实践中应根据学科特点结合情景教学、任务教学等方式,通过问题设计激发学生对解决问题的兴趣和欲望,让学生明确任务,并有效组织小组对问题进行研究;学生则通过小组学习收获知识和能力,在与他人分享交流中收获,在与他人相处的过程中成长,并最终实现学会求知、学会做事、学会合作共处、学会生存和发展的教育目标。基于"多元智能理论"下的小组合作学习模式对学生发展、教师成长均有积极的现实意义。Group cooperative learning model,based on multiple intelligence theory,requires teachers to combine situational learning objectives with the task of teaching.The practice of teaching will be based on specific subject characteristics in order to stimulate students＇ interest and desire to solve problems through creative design.Students are to be given a clear mandate and organized in effective learning groups to study the issue,and in doing so,students will gain knowledge and abilities through cooperation,promote each others＇ abilities,and grow in the process of teamwork.Ultimately,students will achieve the goal of knowledge teaching,learn how to apply it realistically,how to work cooperatively and acquire the ability to improve and develop themselves.Group cooperative learning based on multiple intelligence theory has positive and realistic applications for the development of students and the growth of teachers.

关 键 词：多元智能 小组合作 学习模式 学生评价 中学教学 教学管理 

分 类 号：G632.0[文化科学—教育学]