What are the Important Implications for Educators of Howard Gardner's Theory of Multiple Intelligences_

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題名：	What are the Important Implications for Educators of Howard Gardner's Theory of Multiple Intelligences
書刊名：	臺中師院學報
作者：	陳嘉陽
作者(外文)：	Chen, Chia-yang
出版日期：	2001
卷期：	15
頁次：	頁171-189
主題關鍵詞：	多元智力；符號系統；Multiple intelligences；Symbol system
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:20

　　　　　本文的主要目的是依據依葛納在自然學習環境中所提出的智力理論，探討對學校教育目標及對教學者在教育上的涵義。對葛納理論的探討，本文提出多元智力理論在強調: (1)多元智力理論並非用來決定那一個人擁有某一種「智力類型」的理論，它強調每個人都擁有這七種智慧的能。重要的是教師要能體認學生在不同智力領域成長。學校在幫助少年發展能力時，宜如何發展包括這些智慧能力的課程活動，並朝「以個人為中心的學校」前進。 (2)智力表現的最好指標之一就是人類運用符號的能力。葛納理論中的每一種智力都有它個別的符號系統當做訊息處理的基本單位。教師應體認這些智慧能是彼此交互作用的，並且可以用符號系統作為檢測的標準。 (3)學生因不同程度擁有並同的心智，因而會以不同的方式學習、記憶、理解和表現。據葛納的實驗證明聽寫及補救教學可進某些學生的寫作能力，有創造力的學生可依內在思辨過程教學。學校的教育目標就是要幫助學生在最適合他們的智力領域發展，並在這領域達成職業選擇。

以文找文

　　　　　 The purposes of this paper were to understand intelligences in terms of variations in types naturally occurring cognitaion in the everday environment, basis of the seven types of intelligence that Gardner recognizes. Then from this theory to explore what is important for teachers to remember and what the purpose of school should be to do. Intelligences implications derived from this theory as follow: (1)Multiple intelligences theory is not a "type theory" for determining the one intelligence that fits. It proposes that each person has capacities is all seven intelligence. It is important for teachers to recognize that individuals grow in many different areas, and to remember that the theory has implications for what a full school program might be if we tried to develop the talent of our youth. (2)One of the best indicators of intelligent behavior is the capacity of human beings to use symbols. Each kind of intelligence uses its own system of symbols as a fundamental unit for the processing of information. Intelligences are always interacting with each other. (3)In Gardner method the proved the dictation can increase output, prosthetics can help some people improve the quality of their writing, truly creative people must rely primarily on internal processes. The purpose of school should be to develop intelligences and to help people reach vocational goals that are appropriate to their particular spectrum of intelligences.

以文找文

期刊論文
1.	Gardner, H.(1987)。Beyond IQ: Education and human development。Harvard Educational Review，57(2)，187-193。
2.	Gardner, H.(1995)。Reflection on multiple intelligences。Phi Delta Kappan，77(3)，200-208。
3.	Gardner, H.(1997)。Six afterthoughts: Comments on "Varieties of intellectual talent"。Journal of Creative Behavior，31，120-124。
4.	Gardner, Howard、Hatch, Thomas(1989)。Multiple intelligences go to school: Educational implications of the theory of multiple intelligences。Educational Researcher，18(8)，4-10。
5.	Torff, B.、Sternberg, R. J.、Grigorenko, E. L.(1998)。Teaching triarchically improves school achievement。Journal of Educational Psychology，90，374-384。

圖書
1.	Sternberg, R. J.(1997)。Successful intelligence。New York, NY：Plume。
2.	Gardner, H.(1978)。Developmental Psychology: An introduction。Boston：Little Brown。
3.	Gardner, H.(1990)。Art education and human development。Los Angeles：The Getty Center for Education in the Arts。
4.	Lefrancois, G. R.(2000)。Psychology for teaching。Belmont, CA：Wadsworth/Thompson Learning。
5.	Borich, Gary D.、Tombari, Martin L.(1997)。Educational Psychology: A Contemporary Approach。New York：Addison-Wesley Longman, Inc.。
6.	Beihler, R.、Snowman, J.(2000)。Psychology applied to teaching。Houghton Mifflin Company。
7.	Gardner, Howard(1987)。The mind's new science: A history of the cognitive revolution。New York：Basic Books。
8.	Armstrong, T.(1994)。Multiple Intelligences in the Classroom。Alexandria, Va.：ASCD。
9.	Gardner, Howard(1991)。The Unschooled Mind: How Children Think and How Schools Should Teach。New York：Basic Books。
10.	Sternberg, R. J.、Wagner, R. K.(1986)。Practical intelligence: Nature and origins of competence in the everyday world。New York：Cambridge University Press。
11.	Goodlad, John I.(1984)。A Place Called School: Prospects for the Future。McGraw-Hill Book Company。
12.	Elliott, S. N.、Kratochvvill, T. R.、Littlefield, J.、Travers, J. F.(1996)。Educational psychology: Effective teaching effective learning。Dubuque, IA：Brown & Benchmark Publishers。
13.	Gage, N. L.、Berliner, D. C.(1998)。Educational psychology。Boston：Houghton Mifflin Company。
14.	Good, T. L.、Brophy, J. E.(1986)。Educational psychology: A realistic approach。New York：Longman Inc。
15.	Sternberg, R. J.(1982)。Advances in the psychology of human intelligence。Hillsdale, NJ：Lawrence Erlbaum Association, Inc。
16.	Gardner, H. C.(1983)。Frames of mind: The theory of multiple intelligence。New York：Basic Books。
17.	Gardner, Howard(1982)。Art, Mind and Brain: A Cognitive Approach to Creativity。New York：Basic Books。
18.	Gardner, Howard E.(1993)。Multiple intelligences: the theory in practice。Basic Books。
19.	McCown, Rick、Driscoll, M.、Roop, P. G.(1996)。Educational psychology: A learning-centered approach to classroom practice。Allyn & Bacon。
20.	Gardner, Howard(1993)。Creating minds。Basic Books。

圖書論文
1.	Gardner, H.(1998)。Are there additional intelligences? The case for naturalist, spiritual, and existential intelligences。Education, information, and transformation。Englewood Cliffs, NJ：Prentice Hall。
2.	Gardner, H.(1986)。The waning of intelligence。What is Intelligence?: Contemporary viewpoints on its nature and difinition。Norwood, NJ：Ablex。
3.	Sternberg, R. J.(1986)。A framework for understanding conceptions of intelligence。What is intelligence?: Contemporary viewpoints on its nature and definition。Norwood, NJ：Ablex Pub. Corp。

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