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題名：多元智能模式融入提早入學學生認知與情意輔導課程設計之研究
書刊名：彰化師大教育學報
作者：王文伶 引用關係／鄭友泰／楊萬教
作者(外文)：Wang, Wen-ling／Chen, Yu-tai／Yang, Wan-jiao
出版日期：2009
卷期：15
頁次：頁89-120
主題關鍵詞：多元智能；提早入學資優生；認知與情意輔導課程；Cognitive and affective intervention；Early entrants；Multiple intelligences
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本研究主要在探究提早入學資優生的多元智能發展，並設計以及評估一個以多元智能模式為基礎的提早入學學生認知與情意的輔導課程。本研究的對象為北區（台北縣、桃園縣市、新竹縣市）96學年度通過提早入學之二十五位國民小學一年級資賦優異學生。本研究發現教師認為提早入學兒童的邏輯數學與語文智能為多元智能中得分最高者，得分最低的智能為音樂智能。研究者將提早入學學生分為實驗組及控制組，實驗組為參與本研究所設計之認知與情意輔導課程的學生，控制組則未參與實驗介入。本研究結果發現實驗組在語文智能、邏輯數學智能、視覺空間智能、身體動覺智能、和音樂智能的進步狀況，顯著高於控制組。實驗組的生活適應後測亦顯著高於前測，控制組生活適應前後測則未達顯著差異。同時，實驗組的情緒問題亦獲得明顯改善。本研究結果建議提供一套針對資優學生認知與情意需求的輔導課程，對提早入學資優生的發展與適應是正面的，而教師和輔導老師在設計這類支持提早入學資優生適應和發展的輔導課程時，多元智能為一可參考的有效介入模式。
The main purpose of this study was:(a)to explore gifted early entrants’ multiple intelligences (MI),(b)to propose a cognitive and affective intervention program refecting the MI Model, and (c)to investigate the effects of the MI program. The participants consisted of 25 northern Taiwanese early entrants in 2007 from Taipei county, Tauyuan county (city), and Hsinchu county (city).In this study, teachers perceived that early entrants’ logical-mathematical and verbal-linguistic intelligence got the highest mean scores while their musical intelligence got the lowest mean score on a MI assessment. The researcher assigned students to a treatment group participating in the intervention program or a comparison group in a control condition. There were significant differences in adaptation between pre- and post-test scores for the treatment group, but no significant differences for the comparison group. After the intervention, the treatment group also made significantly greater gains than the comparison group on verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, and musical intelligence. Likewise, students’ emotional and behavioral problems showed considerable decrease. The results suggest that a program aiming to enhance gifted students’ cognitive and affective development is benefcial for gifted early entrants and MI model is helpful when teachers and counselors look for an effective intervention to support early entrants’ adaptation and development.
期刊論文
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2.柯麗卿、林建宏(20071200)。國小低年級提早入學資優兒童學習適應之調查研究。特殊教育學報，26，27-53。new window  延伸查詢new window
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4.王文伶、彭錦珍、張維哲、曾淑賢(20061200)。讀書治療對國中低成就資優生之個案輔導研究。東臺灣特殊教育學報，8，169-190。new window  延伸查詢new window
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6.陳冠貝(19990800)。高雄市國小提早入學資優生學校生活適應之探討。國教輔導，38(6)=332，46-51。  延伸查詢new window
7.簡維君(20011200)。國小人際智能訓練課程之教學成效研究。資優教育研究，1(2)，71-96。  延伸查詢new window
8.Chan, D.(2006)。Perceived multiple intelligences among male and female Chinese gifted students in Hong Kong: The structure of the student multiple intelligences profile。Gifted Child Quarterly，50，325-338。  new window
9.Chan, D.(2008)。Giftedness of Chinese students in Hong Kong: Perspectives from different conceptions of intelligences。Gifted Child Quarterly，52，40-54。  new window
10.Cukierkorn, J. R.、Karnes, F. A.、Manning, S. J.、Houston, H.、Besnoy, K.(2007)。Serving the preschool gifted child: Programming and resources。Roeper Review，29(4)，271-276。  new window
11.Fasko, D.(2001)。An analysis of multiple intelligences theory and its use with the gifted and talented。Roeper Review，23，126-130。  new window
12.Gagne, F.、Gagnier, N.(2004)。The socio-affective and academic impact of early entrance to school。Roeper Review，26，128-139。  new window
13.Gardner, H.(2004)。Audiences for the theory of multiple intelligences。Teachers College Record，106(1)，212-220。  new window
14.Gardner, H.、Connell, M.(2000)。Response to Nicholas Alix。Australian Journal of Education，44，288-293。  new window
15.Gross, M. U. M.、van Vliet, H. E.(2005)。Radical acceleration and early entrance to college: A review of the research。Gifted Child Quarterly，49，154-171。  new window
16.Hall, E. G.(1993)。Educating preschool gifted children。G/C/T，16(3)，24-27。  new window
17.Karnes, M. B.、Shwedel, A. M.、Kemp, P. B.(1985)。Preschool: Programming for the young gifted child。Roeper Review，7(4)，204-209。  new window
18.Latham, A. S.(1997)。Quantifying Mi's gains。Educational Leadership，55，84-85。  new window
19.Maker, C. J.(2001)。DISCOVER: Accessing and developing problem solving。Gifted education international，75，232-251。  new window
20.Matthews, D.(1988)。Gardner’s multiple intelligence theory: An evaluation of relevant research literature and a consideration of its application to gifted education。Roeper Review，11，100-104。  new window
21.McCluskey, K. W.、Baker, P. A.、Massey, K. J.(1996)。A twenty-four year longitudinal look at early entrance to kindergarten。Gifted and Talented International，11，72-75。  new window
22.Morelock, M. J.(1992)。Giftedness: The view from within。Understanding Our Gifted，4(3)，11-15。  new window
23.Piechowski, M. M.(1975)。A theoretical and empirical approach to the study of development。Genetic Psychology Monographs，92，231-297。  new window
24.Piechowski, M. M.(1979)。Levels of emotional development。Illinois Teacher，22(3)，134-139。  new window
25.Richardson, T. M.、Benbow, C. P.(1990)。Long-term effects of acceleration on the social- emotional adjustment of mathematically precocious youths。Journal of Educational Psychology，82，464-470。  new window
26.Robinson, N. M.(1987)。The early development of precocity。Gifted Child Quarterly，31，161-164。  new window
27.Rogers, K.(2007)。Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice。Gifted Child Quarterly，51，382-396。  new window
28.Sankar-DeLeeuw, N.(1999)。Gifted preschooler: parent and teacher views on identification, early admission and programming。Roeper Review，21，174-179。  new window
29.Sarouphim, K. M.(2004)。DISCOVER in Middle School: Identifying Gifted Minority Students。Journal of Secondary Gifted Education，15，61-69。  new window
30.Silverman, L. K.(1985)。Personality development: The pursuit of excellence。Journal for the Education of the Gifted，6，5-19。  new window
31.VanTassel-Baska, J.、Brown, E.(2007)。Toward best practice: An analysis of the efficacy of curriculum models in gifted education。Gifted Child Quarterly，51，342-358。  new window
32.White, D. A.、Breen, M.(1998)。Edutainment: Gifted education and the perils of misusing multiple intelligences。Gifted Child Today，4，12-14+16-17。  new window
33.Zeidner, M.、Schleyer, E. J.(1999)。The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children。Contemporary Educational Psychology，24，305-329。  new window
34.潘裕豐(19990600)。資優學生未足齡提早入學的考量。國小特殊教育，27，53-56。new window  延伸查詢new window
35.林建宏(20061200)。未足齡資賦優異兒童提早入學學習適應調查研究。資優教育研究，6(2)，59-78。  延伸查詢new window
36.Marsh, H. W.、Hau, K. T.(2003)。Big fish little pond effect on academic selfconcept: A cross-cultural (26 country) test of the negative effects of academically selective schools。American Psychologist，58，364-376。  new window
37.胡金枝(20021200)。低成就資優生--小潔的個案分析。資優教育研究，2(2)，103-124。  延伸查詢new window
38.Waterhouse, L.(2006)。Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review。Educational Psychologist，41，207-225。  new window
39.郭靜姿(20000600)。談資優學生的特殊適應問題與輔導。資優教育，75，1-6。  延伸查詢new window
40.郭靜姿(2003)。走在三十年後：一個學前資優教育方案的開始。資優教育，88，7-17。  延伸查詢new window
41.Sarouphim, K. M.(2000)。Internal structure of DISCOVER: A performance-based assessment。Journal for the Education of the Gifted，23(3)，314-327。  new window
42.郭靜姿、蔡尚芳、王曼娜(19980600)。跳級資優生之生活適應分析。特殊教育研究學刊，16，379-400。new window  延伸查詢new window
43.Reid. C.、Romanoff, B.(1997)。Using multiple intelligence theory to identify gifted children。Educational Leadership，55(1)，71-74。  new window
44.潘裕豐(20001200)。談資優學生的情意教育。資優教育，77，1-7。  延伸查詢new window
45.吳武典(20040600)。以人事智能為核心的多元智能課程對國中學生個人成長與適應行為的影響。資優教育研究，4(1)，1-27。  延伸查詢new window
46.Renzulli, J. S.(1978)。What makes giftedness? Reexamining a definition。Phi Delta Kappan，60(5)，180-184。  new window
47.Sarouphim, K. M.(1999)。DISCOVER: A promising alternative assessment for the identification of gifted minorities。Gifted Child Quarterly，43(4)，244-251。  new window
48.Feldhusen, J. F.(1992)。Early Admission and Grade Advancement for Young Gifted Learners。Gifted Child Today，15(2)，45-49。  new window
49.Proctor, T. B.、Black, K. N.、Feldhusen, J. F.(1986)。Early Admission of Selected Children to Elementary School: A Review of the Research Literature。The Journal of Educational Research，80(2)，70-76。  new window
50.Obrzut, A.、Nelson, R. B.、Obrzut, J. E.(1984)。Early School Entrance for Intellectually Superior Children: An Analysis。Psychology in the Schools，21，71-77。  new window
51.Braymen, R. K. F.、Piersel, W. C.(1987)。The Early Entrance Option: Academic and Social/Emotional Outcomes。Psychology in the Schools，24，179-189。  new window
52.Southern, W. T.、Jones, E. D.、Fiscus E. D.(1989)。Practitioner objections to the academic acceleration of gifted children。Gifted Child Quarterly，33(1)，29-35。  new window
53.Maker, C. J.、Neilson, A. B.、Rogers, J. A.(1994)。Giftedness, diversity, and problem-solving。Teaching Exceptional Children，27，4-19。  new window
會議論文
1.顏倩霞、黃瑋苓(2006)。國小提早入學資優生學校生活適應之個案研究。東台灣大學特殊教育學術研討會，13-24。  延伸查詢new window
學位論文
1.朱芳敏(2006)。提早入學資賦優異兒童學校生活適應之研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
2.沈淑琴(2004)。台南縣國民小學提早入學學生及一般屆齡入學學生學業成就與日常生活活動類型之比較(碩士論文)。致遠管理學院。  延伸查詢new window
3.陳文香(2006)。國小提早入學資優生生活適應之調查研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
4.盧雪梅(1989)。台北市國民小學提早入學資賦優異兒童學校生活適應之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.Schetky, D. H.(1981)。A psychiatrist looks at giftedness: The emotional and social development of the gifted child(-)。  new window
6.簡維君(1999)。國小人際智能訓練之教學成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
7.李麗蘋(2002)。壓縮的童年--提早入學兒童自我概念之探究(碩士論文)。國立台北師範學院。  延伸查詢new window
8.林怡秀(2000)。台北市提早入學資優生之追蹤研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Colangelo, N.、Assouline, S. G.、Gross, M. U. M.(2004)。A nation deceived: How schools hold back America’s brightest students。Iowa City, Iowa：University of Iowa。  new window
2.李翠玲(2000)。桃園縣88學年度國小滿五足歲半兒童提早入學追蹤輔導研究。新竹師院特教中心。  延伸查詢new window
3.Slaviti, R. E.、張文哲(2005)。教育心理學：理論與實際。臺北市：學富文化事業有限公司。  延伸查詢new window
4.程薇(2003)。教育心理學。臺北：志光。  延伸查詢new window
5.繆敏志(1987)。台北市國民小學足齡與未足齡入學學生學校生活適應之研究。台北市政府教育局。  延伸查詢new window
6.Columbus Group(199107)。Unpublished transcript of the meeting of the Columbus。Columbus, OH：Columbus Group。  new window
7.Gross, M. U. M.(2003)。Exceptionally gifted children。London：Routledge。  new window
8.Krechevsky, M.、Seidel, S.(1998)。Minds at work: Applying multiple intelligences in the classroom。Intelligence, instruction, and assessment: Theory into practice。Mahwah, NJ：Erlbaum。  new window
9.王文伶(20020000)。學前資優兒童的特質與教育。臺北：心理。new window  延伸查詢new window
10.Dabrowski, K.、Piechowski, M.(1977)。Theory of levels of emotional development。Oceanside, NY：Dabor Science。  new window
11.Clark, B.(2002)。Growing up gifted。Upper Saddle River, NJ：Pearson Education。  new window
12.吳昆壽(2006)。資優教育概論。台北：心理。  延伸查詢new window
13.張春興(2005)。教育心理學--三化取向的理論與實驗。台北市：東華書局。  延伸查詢new window
14.Bryman, Alan、Cramer, Duncan(1997)。Quantitative data analysis with SPPS for windows: A guide for social scientists。Routledge。  new window
15.Gardner, H.(1983)。Frames of mind: The theory of multiple intelligences。NY：Random House。  new window
16.Gardner, Howard(1999)。Intelligence reframed: Multiple intelligences theory into 21th century。New York：Basic Books。  new window
17.Silverman, L. K.(1993)。Counseling the gifted and talented。Denver, CO：Love。  new window
18.Gardner, H.(1993)。Multiple intelligences: The theory in practice。New York, NY：Harper Collins。  new window
19.Renzulli, J. S.(1977)。The enrichment triad model: A guide for developing defensible programs for the gifted and talented。Creative Learning Press。  new window
20.Roedell, W. C.、Jackson, N. E.、Robinson, H. B.(1980)。Gifted young children。New York：Teachers College Press。  new window
21.Robinson, N. M.(1993)。Parenting the very young, gifted child。Storrs, CT：The National Research Center on the Gifted and Talented。  new window
單篇論文
1.Renzulli, J. S.(1984)。The three ring conception of giftedness: A developmental model for creative productivity(ED249728)。  new window
圖書論文
1.Brody, L. E.、Muratori, M. C.、Stanley, J. C.(2004)。Early entrance to college: Academic, social and emotional considerations。A nation deceived: How schools hold back America's brightest students。Iowa City, IA：The Belin Blank Center Gifted Education and Talent Development。  new window
2.Cornell, D. G.、Callahan, C. M.、Bassin, L. E.、Ramsay, S. G.(1991)。Affective development in accelerated students。The academic acceleration of gifted children。New York：Teachers College Press。  new window
3.Levine, N. S.(1986)。Comments on Acceleration。Critical issues in gifted education: Defensible programs for the gifted。Rockville, MD：Aspen。  new window
4.Piechowski, M. M.(1991)。Emotional development and emotional giftedness。Psychological and Counseling Services。  new window
5.Robinson, N. M.(2004)。Effects of academic acceleration on the social-emotional status of gifted students。A nation deceived: How schools hold back America's brightest students。Iowa City, IA：The Belin Blank Center Gifted Education and Talent Development。  new window
6.Rogers, K.(1992)。A best-evidence synthesis of research on acceleration options for gifted students。Talent development: Proceedings of the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development。Unionville, NY：Trillium Press。  new window
7.Piechowski, M. M.(1997)。Emotional giftedness: The measure of intrapersonal intelligence。Handbook of gifted education。Boston。  new window
 
 
 
 
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