研究之目的在於探討雲林縣某國小學生，曾學習過或沒接觸過舞蹈課程者在多元智能發展上的差異性。研究者藉由迦納（Gardner）多元智能論來檢視舞蹈教育的功能，了解孩童在學習舞蹈教育的歷程，並進行了解八項多元智能論的認知及感受，哪一項的比例有較重要性的顯著發展，日後提供小學之舞蹈教師有種新的思考模式，於教學內容與方式上做適度的參考與調整。研究工具係引用「霍華德．迦納的多元智慧理論」編修而成。共發放300份問卷，有效回收293份。研究結果顯示：（一）性別的不同，在「人際社交智能」、「音樂節奏智能」、「身體律動智能」、「個人內省智能」、「視覺空間智能」、「語言文字智能」均具有顯著的差異性，而且均是女性大於男性。（二）舞蹈偏好的不同，在「人際社交智能」、「音樂節奏智能」、「身體律動智能」、「個人內省智能」、「視覺空間智能」、「語言文字智能」均具有顯著的差異性，而且喜歡舞蹈課程的學生其平均值均大於不喜歡舞蹈課程的學生。（三）學舞年資的不同，學習舞蹈3年之內的學生在音樂節奏智能上高於未曾學過舞蹈的學生。

The purpose of the study is to examine the differences in the multiple intelligences development between elementary school children who have dance education experience and ones that do not. Researchers based their studies on Howard Gardner's M.I.T (multiple intelligences theory) to scrutinize the function of dance education, to understand children's learning process of dance education, and to compare the importance between cognition and apprehension in the eight elements of the M.I.T for future references of elementary dance educators' innovative thinking and curriculum adjustments. Research methods are derived from Howard Gardner's M.I.T. Three hundred sample questionnaires were distributed, and two-hundred and ninety-three effective copies were collected. Results of the study are summarized below: Significant differences in social intelligence, music rhythm intelligence, body rhythm intelligence, intra-personal intelligence, visual-spatial intelligence, and linguistic intelligence between genders, with females exhibiting more prominent characteristics of the elements than males; Significant differences in the preference of dance styles among the elements of the M.I.T., with more students favoring dance education than ones that do not, on the average; Significant differences in years of dance education experience, with students showing greater music rhythm intelligence as three year-dance education experience increases compared to ones that have no such experience.