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題名：國民小學應用多元智能理論的歷程分析與評估之研究
作者：王為國 引用關係
作者(外文)：Wei-Kuo Wang
校院名稱：國立臺灣師範大學
系所名稱：教育研究所
指導教授：李永 吟
學位類別：博士
出版日期：2000
主題關鍵詞：多元智能；專業發展；專業自主；課程；教學；評量；multiple intelligences；professional development；professional autonomy；curriculum；teaching；assessment
原始連結：連回原系統網址new window
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本研究之研究目的在探討多元智能理論的意義與應用，包括分析教師在國民小學中應用多元智能理論的實施現況，瞭解教師應用多元智能理論時的專業發展、專業自主情形與實施有利情境及面臨的問題，並探討整個實施過程給予教育革新的啟示與建議。
為達研究目的，本研究以文獻分析法探討多元智能理論的意義與應用，並以個案研究的方式實地進入二所國民小學，運用訪談法並配合觀察與文件分析等方法蒐集資料，深入瞭解二校的實施現況。
依據上述的研究目的與方法，本研究獲致下列結論：
一、多元智能理論的應用
（一）在課程方面：設計課程單元、多元智能學習中心、多元智能主題單元、多元智能專題、學徒制。
（二）在教學方面：在觀念上教師應配合、擴展、讚美學生的多元智能。在作法上教師應以智能本身作為教學主題、以多元智能為手段獲取知識、讓學生認識多元智能。在教學過程方面教師應注重喚醒、擴展、教學、遷移等階段。教師本身亦應時常反省自己的教學是否對各項智能均能均衡分配。
（三）在評量方面：以多元管道的方式進行評量，如包含真實評量、卷宗評量、學習進步評量等。
二、實施過程與成效
（一）妥善結合多項教育改革相關計畫共同運作
（二）甲校在課程方面為單科多元智能統整，乙校為跨學科的多元智能統整方式
（三）教學方式多元化但個別化不足
（四）學校中同時存在著不同的多元智能課程與教學活動型態
（五）評量方式多元，但不盡然完全符合學生的個別差異
（六）可提升學生學習的動機及興趣
（七）在教師的成長與改變上以教學設計更具系統化、尊重學生之特性為主。
（八）有助校內專業發展氣氛的建立
（九）家長雖對多元智能教學產生質疑，但也參與了學校的活動
三、多元智能的教師專業發展與教師專業自主
（一）形成學校本位專業發展的型態
（二）教師具有評量、教學方式、課程設計、作業份量、教學單元順序、教學進度等教師專業自主
四、實施多元智能的有利情境
（一）具有共同的目標與願景
（二）領導者的支持
（三）學校行政支援
（四）提供適切的資源
（五）建構積極的教師專業發展
（六）充分的教師專業自主
五、實施面臨的問題
（一）在甲校方面
1.教師的異動頻繁
2.家長對教學品質產生懷疑
3.教師抱怨行政工作多，備課時間不足，課程份量太重
4.教師對教學及評量方式仍然生疏
（二）在乙校方面
1.領導者推展課程改革的能力仍須再加強
2.作教學活動設計、準備教材的時間不足
3.教師並未完全捨棄原有課程的內容、教材，加重學生與老師的負擔
4.課程標準規範了教材的內容
根據結論提出下列建議：
一、對國小教師的建議
（一）反省自己的多元智能型態
（二）加強與教師同儕之間的專業發展
（三）加強課程統整以利於有效的教學
（四）提供個別化的教育情境
（五）跨年級學徒制的應用
（六）開發學生優勢智能補救弱勢智能
二、對學校行政人員的建議
（一）建立共同願景，營造有利的教學情境
（二）給與教師充分的專業自主
（三）促進教師之間的教學合作
（四）給予教師必要的時間進行專業發展與教學準備
（五）各校建立教學資訊網站
（六）推動以學校為本位的多元智能教師專業發展活動，應含預備、實施、強化和評鑑等四個明確階段。
三、對相關單位的建議
（一）提供資源以倡導多元智能
（二）鬆綁課程標準的規範
（三）研擬評量工具以評鑑多元智能教學成效
四、對未來研究的建議
（一）研究對象：選取不同學校、學生為對象
（二）研究方式：可進行量的研究與教室觀察的研究
（三）研究主題：多元智能教師專業發展模式的實施與多元智能學習遷移的研究
The purposes of this study were (a) to identify the critical characteristics of multiple intelligences(MI), (b) to examine the implementation processes of MI in elementary schools of Taiwan, (c) to examine teacher professional development and autonomy in the implementation processes of MI, and (d) to examine the ideal implementation policies of MI.
The study used document analysis to understand definitions and application techniques of MI, and also used case-study method to examine the implementation processes of MI in two elementary schools. Data were collected through interviews, observations and document analysis.
The data analysis revealed the following main findings:
1. The applications of MI for teachers were: (a) The tasks of curriculum development included lesson plan, design of learning center, projects, MI theme units, and apprenticeships. (b) Three visions for education were important for teachers: matching, stretching, and celebrating MI; and three types of lessons that were needed: teaching for MI, teaching with MI, and teaching about MI. There were also four stages necessary to teach with MI: awaken, amplify, teach, and transfer. (c) Teacher had to reflect balances of MI in teaching. (d) There were in need of multiple assessment, performance assessment, portfolios, and pupil progress report.
2. The implementation processes included the following findings: (a) schools integrated many school reform projects, (b) it was only one discipline involved in curriculum integration of MI in School A and multidisciplinary curriculum integration of MI in School B, (c) teachers instructed in a variety of ways but were short of individualized instruction, (d) schools had different patterns of instruction and curriculum for MI, (e) there were a variety of assessment approaches but didn''''t match differences of students, (f) the motivation and interesting level of students were enhanced, (g) teachers designed systematic instruction and considered students'''' differences, (h) schools constructed actively the climate of professional development , and (i) parents had a few of questions for instructional patterns of teachers but still participated school activities.
3. The teacher professional development and the teacher professional autonomy included: (a) schools constructed school-based professional development; and (b) teachers owned professional autonomy of assessment, teaching method, curriculum design, homework, sequence of teaching unit and teaching schedule.
4. The facilitative factors in the implementation processes of MI were (a) common goals and vision on faculty members, (b) supportive leadership, (c) support of school administration ,(d) rich resources, (e) professional development of teachers, and (f) adequate teacher professional autonomy.
5. The problems of implementation processes of MI were: (a) teachers were easily given up tried-out, (b) parents had a few of questions for instructional quality, (c) teacher complained too heavy work and lake of time to prepare instruction, (d) teachers hadn''''t much practice in methods on teaching and assessments, (e) school leadership had to strength the ability of curriculum reform, (f) teachers still instructed old content and curriculum, and (g) the old curriculum guide still direct the content of teaching.
6. The model of teacher professional development of MI should include four stages: (a) readiness, (b) implementation, (c) stretching, and (d) evaluation.
According to the results of this study, the suggestions would be offered as follows:
1. For elementary school teachers
(a) reflect their own patterns of MI
(b) participate professional development activities
(c) increase implementation of curriculum integration
(d) provide individualized environment for instruction
(e) implement cross-grade apprenticeships
(f) assist students to capitalize on their strengths and to compensate weaknesses.
2. For school administration staff
(a) build the common vision and construct suitable instructional environment
(b) give teachers adequate professional autonomy
(c) promote teachers cooperation
(d) release teachers time to professional development and instructional preparation
(e) build information web station for school computer network
3. For policy-making
(a) provide adequate resources to support MI
(b) deregulate curriculum guide
(c) develop assessment tools for MI instruction
4. For future studies
(a) to examine the implementation processes focusing on different subjects
(b) quantitative studies or classroom observations study to examine the implementation processes of MI
(c) study ideal model of the implementation for teacher professional development
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