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  • 學位論文

應用多元智能理論提昇水域安全知能

An application of the Multiple Intelligences (MI) mode to promote water safety expertise program

指導教授 : 王國川
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摘要


本文旨在探討多元智能理論對提升國小學童認識水域安全及察覺、解決水域危險之價值性與可行性,以及教學過程有較深刻的體驗與感受。為了考驗多元智能應用於水域安全教育之教學實驗效果,本研究採行不等組後測準實驗設計,針對實驗組與控制組共133名國小三年級學生,分別實施多元智能教學策略(以Gardner提出之多元智能理論為主,應用於Haddon的傷害控制模式中)與一般教學策略(依據Haddon的傷害控制模式),在進行四個單元教學設計活動後,依據第一類接觸評量單、發生溺水怎麼辦?評量單、教學活動回饋問卷等評量工具,瞭解學生學習水域安全教育的反應。資料分析乃透過單因子多變項共變數分析與單因子共變數分析,來驗證多元智能教學策略對學生水域安全知能與課程、教學等回饋情形,水域安全知能包括認識水域安全、察覺水域危險、解決水域危機之能力。茲將本實驗結果主要發現,摘述如下: 1.多元智能教學策略之「安全護身符」教學活動能有效增加學生水域安全整體知能。 2.多元智能教學策略之「安全護身符」教學活動能獲得學生正向的整體性教學回饋。 3.多元智能教學策略為一有效之教學方法,學生喜歡多元智能教學活動以及相關教材,對於師生與同儕互動關係以及熱絡之教室氣氛也感到滿意。 最後,根據研究發現,研究者對未來應用多元智能教學策略於水域安全教學之實務與相關研究提出建議。

並列摘要


The purpose of this study is to assess the effects of the water safety education program via the multiple intelligences (MI) teaching strategies on the third-grade students at an elementary school in Taipei city, Taiwan. This program was evaluated by a quasi only-posttest experimental design in while two randomly selected classes (n=66) received the multiple-intelligences mode water safety education program, and two classes (n=67) did the non-multiple-intelligences mode water safety education program, respectively. Three assessment instruments were designed to reflect those students' knowledge, risk-identifying, and problem-solving about water safety. Compared to their controls, the results were proved that the experimental students, (1) have much higher learning interests and better positive attitude in water activities, (2) like those various MI activities more and learning materials about water safety, (3) are much more satisfied with those dynamic interactions and vivid classroom atmosphere, and (4) have much more knowledge, risk-identifying, and problem-solving about water safety.

參考文獻


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被引用紀錄


陳素景(2005)。中小學學校空間中多元智慧的 情境學習空間規劃研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu200500353

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