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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I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”已不再完全符合
2、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。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。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
3、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。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。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。关
4、键词：多元智能；影视制作课程；教学设计；评价体系高中影视制作课程多元智能教学与评价研究 摘要IIAbstract Through 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 possess the potential of above 8 kinds
5、 of intelligence, and the intelligence of each person is multiple.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 been paid to developing the potential of peopl
6、e themselves. A diversified 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 from different industries and domains, offer
7、more focus on this theory, especially in educational domain.“Multi-Intelligence Theory” was mentioned first by Howard Gardner, a professor of psychology in Harvard University, in his book, “Intelligence Structure”, in 1983.This dissertation is based on “Multi-Intelligence Theory”, and through the an
8、alysis 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; vision-space intelligence-video skill; body-movement intel
9、ligence-camera operation, computer software operation; interact-communication intelligence-person interview; nature observation intelligence-looking for video raw material and etc.This research generated a multiple intelligence assessment system for the course “Video Produce”, and also generated a s
10、uitable 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 technology for the high school course, “Video Production”. This pla
11、tform could realize the student management skill, multi-intelligence assessment configuration skill, student 高中影视制作课程多元智能教学与评价研究 摘要IIIvideo product uploading skill and students evaluation skill.This dissertation has 6 parts: the first part is the general introduction about the multi-intelligence the
12、ory 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 of high school course, “Video Production”; the f
13、ifth part is the case study; the sixth part is conclusion and prevision.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-intelligence teaching and assessment, while at the same time developing the multiple intelligence and the strengths of their own.KEYWORDS：Multiple Intelligence；Video Production Course；Teaching Design；Evaluation System高中影视制作课程多元智能教学与评价研究 目录IV目 录摘 要 .IAbstract .II绪 论 .1一、选题由来 .1二、研究背景 .3三、研究的主要内容、观点与方法 .10四、研究的意义 .
