摘要 

1983年，美国哈佛大学心理学教授 Gardner首次介绍了多元智能理论，经过Gardner教授本人和其他学者的不断深入研究，该理论得到了发展和进一步完善。其丰富的内涵吸引了众多专家、学者投身于该理论的课堂教学实践研究。众多研究结果表明，该理论指导下的教学实践可以突破传统教学的限制，为学生提供各种活动，促进学生各方面能力和心智的发展。经过文献查阅，不难发现，近年来国内外关于多元智能的研究不断增加，但多数关注初中和高中英语教学，但多元智能理论与小学英语教学，特别是低年级英语阅读教学相结合的研究却很少。然而，随着我国社会与家长对英语学习重要性的认识的提高，新课程改革后，我国小学教育得到了突飞猛进的发展与进步。这对小学教学工作提出了更高的要求与标准，即小学教育既要对学生传播信息与知识，又要让学生习得获取知识的途径。

本研究在研究文献的基础上较为详细地阐述了多元智能理论，基于对多元智能理论的理解，聚焦于多元智能理论视角下的小学英语阅读教学研究。希望通过本研究，可以科学有效地提高小学生的英语阅读能力。同时，本研究将基于多元智能理论，分析展示更有利于小学生的英语阅读教学设计。

关键词：多元智能理论；小学英语；英语阅读

Contents

Chapter 1 Introduction 1

1.1 Background of the Study 1

1.2 Objectives and Significance of the Study 1

1.3 Organization of the Thesis 1

Chapter 2 Literature Review 3

2.1 Research on English Reading Teaching 3

2.1.1 Foreign Research on Children’s English Reading Teaching 3

2.1.2 Domestic Research on Children’s English Reading Teaching 4

2.2 Research on Multiple Intelligences in Education 5

2.2.1 Foreign Research on Multiple Intelligences in Education 5

2.2.2 Domestic Research on Multiple Intelligences in Education 6

2.3 Domestic Research on Multiple Intelligences in Teaching English Reading 7

2.4 Implications of Existing Research for the Current Study 8

Chapter 3 Theoretical Framework 11

3.1 A Brief Introduction to Multiple Intelligences Theory 11

3.1.1 Definition of Multiple Intelligences Theory 11

3.1.2 The Characteristics of Multiple Intelligences Theory 12

3.1.3 The Teaching Philosophy of the Theory of Multiple Intelligences 12

3.2 The Nature of Reading 13

3.2.1 Definition of Reading 13

3.2.2 Characteristics of Children’s Reading 13

3.3 Implications for Teaching 14

Chapter 4 An Instructional Design of An English Reading Class 15

4.1 Selecting Reading Materials 15

4.2 A Demo Teaching Design of a Learner-Centered Reading Class 15

4.2.1 Teaching Objectives 15

4.2.2 Teaching Procedure 15

4.2.3 Pedagogy 15

Chapter 5 Conclusion 17

5.1 Summary 17

5.2 Limitations 17

5.3 Suggestions for Further Study 17

References 19

Acknowledgements 21

Appendix 23