| The theory of multiple intelligences proposed by Howard Gardner,a psychologist at Harvard University,in the structure of intelligence Intelligence,which was born in the 1980 s in the United States,is a remarkable educational theory.With its unique educational value orientation,it provides a new research perspective and theoretical support for China's music education reform.Situational instruction is a kind of teaching method combining emotion and cognitive activities,which teachers artificially create a typical scene or atmosphere.The concept of education advocated by the theory of multiple intelligences inspires educators to teach students in accordance with their aptitude according to the diversity and differences among students.The eight different types of intelligent characteristics proposed by the theory not only endow the scientific creation of diversified means of teaching situation,but also assist the teaching situation with the theory of multiple intelligences as the theoretical support of situational teaching in the process of music situational teaching Design ideas can make the design purpose of music classroom teaching situation more clear,teaching effect more significant,and also provide a new way for the development of students' intelligence.This paper takes the junior middle school music situational teaching under the guidance of the theory of multiple intelligences as the research object,adopts the methods of questionnaire survey,interview,teaching experiment and so on,and tries to use the situational teaching method combined with the theory of multiple intelligences in junior middle school music teaching,hoping to develop the students' Multiple Intelligences and change the traditional conventional music teaching through the creation of multiple music situational activities Form,improve the quality of junior middle school music situational teaching,promote the balanced development of students' intelligence,and provide teaching theory reference for the effective use of situational teaching method in junior middle school music teaching.This paper consists of three parts: introduction,text and conclusion.The introduction part describes the reason,significance,research status at home and abroad,research ideas and research methods of this topic.The main body consists of four chapters.The first chapter is the interpretation of multiple intelligences theory and music situational teaching,mainly including the birth background,content,characteristics of the theory of multiple intelligences and its impact on the concept of education;the connotation and characteristics of music situational teaching;combined with the questionnaire survey data of music situational teaching in Xiyuan Middle School of Lianyungang City and the interview data of music teachers,this paper summarizes the characteristics and existing problems of the current teaching.In the second chapter,the combination of multiple intelligences theory and music situational teaching is applied to teaching practice.First of all,based on the theory of multiple intelligences,"teaching for multiple intelligences" and "teaching through multiple intelligences" in music situational teaching,eight situational teaching design strategies are proposed according to the characteristics of different intelligences:based on the characteristics of language intelligence,it creates speech generation situation;based on the intelligent characteristics of logic mathematics,the problem heuristic situation is created;based on the characteristics of spatial intelligence,it creates image reproduction situation;based on the characteristics of music intelligence,it creates music rendering situation;based on the characteristics of body kinesthetic intelligence,it creates activity experience situation;based on the characteristics of interpersonal intelligence,it creates cooperative communication situation;based on the characteristics of natural observation intelligence,create natural perception situation;based on the characteristics of self cognitive intelligence,create reflective learning situation.Then,it introduces the multiple intelligences theory to the teaching experiment of junior middle school music situational teaching,and carries out the teaching practice.Finally,combined with the analysis of typical teaching examples in the experimental teaching,it shows how to apply the two comprehensively in different fields of music teaching.The third chapter,under the guidance of the theory of multiple intelligences,constructs the diversified student evaluation system of junior middle school music situational teaching,including the establishment and implementation of its evaluation principles,evaluation objectives,rating methods and evaluation results.The fourth chapter,under the guidance of the theory of multiple intelligences,analyzes the experimental results of music situational teaching in junior middle school.Through the analysis of the results of the collected questionnaires and a number of test data,discusses the effect of teaching experiment activities.In the conclusion part,the conclusion of the research is drawn through the analysis of the experimental results,and the research reflection and prospect are carried out.According to the results of teaching experiment,the author draws the following conclusions1.Based on the theory of multiple intelligences,music situational teaching activities in junior middle school can stimulate students' interest in learning music,fully mobilize students' initiative in learning music,and improve the quality of music teaching;2.The music situational teaching activities based on the theory of multiple intelligences can effectively improve students' music performance;3.Music situational teaching activities based on the theory of multiple intelligences can promote the development of students' multiple intelligences.It can be seen that the application of multiple intelligences theory in junior middle school music situational classroom teaching has a positive role and certain teaching practical significance. |
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