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1、2009年黄浦区青年教师课题结题报告高中影视制作课程多元智能教学与评价研究Research on Teaching and Evaluation of Senior High School Video Production Course Baced on Multi-intelligence Theory矚慫润厲钐瘗睞枥庑赖。上海市格致中学丁燕2010年11月完成高中影视制作课程多元智能教学与评价研究 摘要摘 要 在当今这个科学技术飞速发展的时代，人们越来越感到综合能力和创新精神的可贵，因而也越来越关注人自身的发展，以及人自身潜能的开发。这样的社会对人才的需求是多元化的，仅仅拥有“一技之长”已
2、不再完全符合现代社会的需要。多元智能理论的出现，正迎合了当今人们的这一心理，从而受到社会各界人士的格外关注，尤其在教育界引起了热烈的反响。聞創沟燴鐺險爱氇谴净。多元智能理论是美国哈佛大学心理学教授霍华德加德纳于1983年在其智力的结构一书中首次提出的。本论文以多元智能理论为基础，通过对高中影视制作课程的分析，探索出了一套通过开发学生的多元智能进行教学的方法：言语语言智能编写新闻稿、新闻主持；视觉空间智能摄像技术；身体动觉智能摄像机的操作、电脑非编软件的操作；交往交流智能人物采访； 自然观察智能拍摄素材的寻找等等。残骛楼諍锩瀨濟溆塹籟。本研究为高中影视制作课程构建了一套多元智能评价体系，探索出了
3、适合该课程的评价量表，该评价量表以人类与生俱来所拥有的八种智能为基础，实现了对学生各方面能力的真实性评价。本研究还开发了基于网络的评价平台，通过该平台可以实现教师对学生的管理、对多元智能评价指标的设置，还可以实现学生视频作品的上传、学生自评互评等功能。酽锕极額閉镇桧猪訣锥。本论文共分为六部分：第一部分为有关多元智能理论发展的研究综述；第二部分为多元智能理论与课堂教学的关系；第三部分为高中影视制作课程分析；第四部分为高中影视制作课程多元智能教学与评价的构建；第五部分为实践案例分析；第六部分为总结与展望。彈贸摄尔霁毙攬砖卤庑。本研究通过大量的教学实践证明了通过构建高中影视制作多元智能教学与评价并应
4、用于实践不仅能使高中生掌握影视制作的基本技能，同时也能全面发展学生的多元智能，发挥学生的特长。謀荞抟箧飆鐸怼类蒋薔。关键词：多元智能；影视制作课程；教学设计；评价体系AbstractThrough his huge amount of experiment data, observation and analyses, Howard thinks human being at least has 8 kinds of respectively independent and equal intelligence. To some extent, people were born to poss
5、ess the potential of above 8 kinds of intelligence, and the intelligence of each person is multiple.厦礴恳蹒骈時盡继價骚。In the current age, with technology developing at a high speed, people think the comprehensive ability and creative competence are more and more important. Thus, the higher attention have b
6、een paid to developing the potential of people themselves. Adiversified society like that requires multiple skills, and the “single-skill” people cant meet the requirement of modern society. The “Multi-Intelligence Theory” matches the present mental needs of people, therefore, the people, who come f
7、rom different industries and domains, offer more focus on this theory, especially in educational domain.茕桢广鳓鯡选块网羈泪。“Multi-Intelligence Theory” was mentioned first by Howard Gardner, a professor of psychology in HarvardUniversity, in his book, “Intelligence Structure”, in 1983.This dissertation is ba
8、sed on “Multi-Intelligence Theory”, and through the analysis of the high school course “Video Production”, to explore a new teaching methodology to improve the students multi-intelligence development. The methodology includes: conversation-language intelligence-edit new release, broadcast news; visi
9、on-space intelligence-video skill; body-movement intelligence-camera operation, computer software operation; interact-communication intelligence-person interview; nature observation intelligence-looking for video raw material and etc.鹅娅尽損鹌惨歷茏鴛賴。This research generated a multiple intelligence assessm
10、ent system for the course“Video Produce”, and also generated a suitable course assessment table, which based on the 8 intelligence people were born with, and realized the realistic assessment to students.This dissertation also developed a “Multi-Intelligence Assessment Platform” based on web IT tech
11、nology for the high school course, “Video Production”. This platform could realize the student management skill, multi-intelligence assessment configurationskill, student video product uploadingskill and students evaluation skill.籟丛妈羥为贍偾蛏练淨。This dissertation has 6 parts: the first part is the genera
12、l introduction about the multi-intelligence theory development; the second part is the relation between multi-intelligence and course teaching practice; the third part is the course analysis of “Video Production” in high school; the fourth part is the multi-intelligence assessment and construction o
13、f high school course, “Video Production”; the fifth part is the case study; the sixth part is conclusion and prevision.預頌圣鉉儐歲龈讶骅籴。This dissertation through the in-class practice has proved that high-school students could master the basic skills with the high-school “Video Production” multi-intellige
14、nce teaching and assessment, while at the same time developing the multiple intelligence and the strengths of their own.渗釤呛俨匀谔鱉调硯錦。KEYWORDS：Multiple Intelligence；Video Production Course；Teaching Design；Evaluation System铙誅卧泻噦圣骋贶頂廡。IV高中影视制作课程多元智能教学与评价研究 目录目录摘要I擁締凤袜备訊顎轮烂蔷。AbstractII贓熱俣阃歲匱阊邺镓騷。绪论1坛摶乡囂忏蒌
15、鍥铃氈淚。一、选题由来1蜡變黲癟報伥铉锚鈰赘。二、研究背景3買鲷鴯譖昙膚遙闫撷凄。三、研究的主要内容、观点与方法10綾镝鯛駕櫬鹕踪韦辚糴。四、研究的意义11驅踬髏彦浃绥譎饴憂锦。第一章多元智能理论课程教学12猫虿驢绘燈鮒诛髅貺庑。第一节多元智能理论的具体涵义12锹籁饗迳琐筆襖鸥娅薔。第二节多元智能理论的要点14構氽頑黉碩饨荠龈话骛。第三节多元智能与课程教学16輒峄陽檉簖疖網儂號泶。第二章高中影视制作课程分析20尧侧閆繭絳闕绚勵蜆贅。第一节高中影视制作课程性质与总体目标20识饒鎂錕缢灩筧嚌俨淒。第二节高中影视制作课程的教学内容21凍鈹鋨劳臘锴痫婦胫籴。第三节高中影视制作课程的特点25恥諤銪灭萦欢煬鞏鹜錦。第三章构建影视制作课程多元智能教学27鯊腎鑰诎褳鉀沩懼統庫。第一节与影视制作课程相关的多元智能27硕癘鄴颃诌攆檸攜驤蔹。第二节基于多元智能的影视制作课程教学设计30阌擻輳嬪諫迁择楨秘騖。第四章多元智能教学中学生评价体系的构建40氬嚕躑竄贸恳彈瀘颔澩。第一节多元智能教学评价的多元化40釷鹆資贏車贖孙滅獅赘。第二节搭建多元智能评价平台45怂阐譜鯪迳導嘯畫長凉。第五章多元智能教学与评价的
