為了瞭解跨文化學習學生的智能與偏好，本文嘗試結合Gardner（1983）的智能理論及Jaeger and Liebsch（2004）的文化詮釋，建立一個分析性的途徑。有關德國資源回收環保文化則是課堂研討的議題。本文對47位修習跨文化溝通之大學生進行問卷調查，利用交叉分析得到下列結果：首先，學生優勢智能領域，前三項為：語言文字能力（19.1%）、空間感受能力（16.3%）、未來存在能力（14.9%），合計占50.3%，接近全班二分之一人數。其次，學生在跨文化構面的偏好，前三項為：行為面：具體的規劃或執行（28.4%）、認同面：欣賞的理念或措施（24.8%）、價值面：感覺很重要的地方（22.7%），三項構面合計占75.9%，接近全班四分之三人數。

In order to understand intelligences and preferences of cross cultural learning students, this paper tries to build an interpretation approach which combines the theory of multiple intelligence developed by Gardner (1983) and the concept of culture proposed by Jaeger and Liebsch (2004). The issue of German environmental protection culture of recycling had been discussed in the classroom of the lecture of German Culture. This paper has surveyed 47 university students who took the course of German Culture, and the following are the results of the cross analysis: The first three major multiple intelligences for the surveyed students are linguistic intelligence (19.1%), spatial intelligence (16.3%), and existential intelligence (14.9%), for which nearly half (50.3%) of the surveyed students showed their preferences. The first three major cross-cultural dimensions for the surveyed students are behavior (28.4%), identification (24.8%), and value (22.7%), for which almost three -fourths (75.9%) of the surveyed students showed their preferences.