摘 要
多元智能理论为教育实践提供了新的视角，尤其在个性化教学方面具有重要意义。本研究以小学教师在多元智能理论指导下的教学实践为切入点，旨在探讨该理论如何有效融入课堂教学，并提升学生的学习效果与综合素养。研究选取了某地区五所小学的30名教师作为样本，通过问卷调查、课堂观察及深度访谈等混合研究方法，系统分析了教师对多元智能理论的理解程度、应用现状及其面临的挑战。研究发现，多数教师能够初步将多元智能理论应用于教学设计，但在具体实施中仍存在评估工具不足、资源匮乏以及专业发展支持有限等问题。此外，研究揭示了部分教师对理论核心概念的认知偏差，影响了教学效果的最大化。
关键词：多元智能理论，教学实践框架，小学教师
Abstract
The theory of multiple intelligences provides a new perspective for educational practice, especially in personalized teaching. This study starts the teaching practice of primary school teachers under the guidance of multiple intelligence theory, aiming to explore how the theory can effectively integrate into classroom teaching and improve students' learning effect and comprehensive literacy. The study selected 30 teachers from five primary schools in a certain region as samples, and systematically analyzed the teachers' understanding, application status and their challenges through mixed research methods such as questionnaire survey, classroom observation and in-depth interview. It is found that most teachers can initially apply the theory of multiple intelligences to the teaching design, but there are still problems such as insufficient evaluation tools, lack of resources and limited professional development support in the specific implementation. In addition, the research reveals the deviation of some teachers' cognition of the core theoretical concepts, which affects the maximum teaching effect.
Key Words：Multiple Intelligences Theory, Instructional Practice fr amework, Elementary School Teachers
目 录
一、绪论 1
（一）研究背景与意义 1
（二）国内外研究现状分析 2
（三）研究方法与技术路线 3
二、多元智能理论的内涵与应用框架 4
（一）多元智能理论的核心概念 4
（二）小学教育中的多元智能实践基础 5
（三）多元智能理论对小学教师教学的启示 6
三、小学教师在多元智能理论下的教学设计 7
（一）教学目标的设计原则 7
（二）基于多元智能的教学内容选择 9
（三）教学活动的多样化实施策略 10
四、小学教师在多元智能理论下的实践案例分析 11
（一）实践案例的选取与背景介绍 11
（二）案例中多元智能理论的应用效果 12
（三）教师在实践中的角色定位与反思 13
结论 14
参考文献 15
致 谢 17
多元智能理论为教育实践提供了新的视角，尤其在个性化教学方面具有重要意义。本研究以小学教师在多元智能理论指导下的教学实践为切入点，旨在探讨该理论如何有效融入课堂教学，并提升学生的学习效果与综合素养。研究选取了某地区五所小学的30名教师作为样本，通过问卷调查、课堂观察及深度访谈等混合研究方法，系统分析了教师对多元智能理论的理解程度、应用现状及其面临的挑战。研究发现，多数教师能够初步将多元智能理论应用于教学设计，但在具体实施中仍存在评估工具不足、资源匮乏以及专业发展支持有限等问题。此外，研究揭示了部分教师对理论核心概念的认知偏差，影响了教学效果的最大化。
关键词：多元智能理论，教学实践框架，小学教师
Abstract
The theory of multiple intelligences provides a new perspective for educational practice, especially in personalized teaching. This study starts the teaching practice of primary school teachers under the guidance of multiple intelligence theory, aiming to explore how the theory can effectively integrate into classroom teaching and improve students' learning effect and comprehensive literacy. The study selected 30 teachers from five primary schools in a certain region as samples, and systematically analyzed the teachers' understanding, application status and their challenges through mixed research methods such as questionnaire survey, classroom observation and in-depth interview. It is found that most teachers can initially apply the theory of multiple intelligences to the teaching design, but there are still problems such as insufficient evaluation tools, lack of resources and limited professional development support in the specific implementation. In addition, the research reveals the deviation of some teachers' cognition of the core theoretical concepts, which affects the maximum teaching effect.
Key Words：Multiple Intelligences Theory, Instructional Practice fr amework, Elementary School Teachers
目 录
一、绪论 1
（一）研究背景与意义 1
（二）国内外研究现状分析 2
（三）研究方法与技术路线 3
二、多元智能理论的内涵与应用框架 4
（一）多元智能理论的核心概念 4
（二）小学教育中的多元智能实践基础 5
（三）多元智能理论对小学教师教学的启示 6
三、小学教师在多元智能理论下的教学设计 7
（一）教学目标的设计原则 7
（二）基于多元智能的教学内容选择 9
（三）教学活动的多样化实施策略 10
四、小学教师在多元智能理论下的实践案例分析 11
（一）实践案例的选取与背景介绍 11
（二）案例中多元智能理论的应用效果 12
（三）教师在实践中的角色定位与反思 13
结论 14
参考文献 15
致 谢 17
