多元化教學與評量中學生多元智能表現之研究模式

A Research Model for the Study of Senior High School Students' Multiple Intelligences

許瑛玿(Ying-Shao Hsu) ； 林詩怡(Shih-Yi Lin)

《科學教育學刊》 11卷4期 (2003/12) Pp. 351-372

https://doi.org/10.6173/CJSE.2003.1104.01

摘要

本研究針對台北市某公立高中一個班級的學生共42人進行個案研究，旨在建立高中地球科學多元化教學與評量過程中學生多元智能表現的研究模式。透過文件分析、觀察、訪談、問卷等方式蒐集學生資料，歸納學生多元智能表現的影響變項及變項間關係。影響學生多元智能表現（結果變項）的四個相關變項：(1)課程變項：課程類型與主題會影響學生多元智能表現；(2)預知變項：教師教學理念與多元智能傾向會引發學生的多元智能表現。(3)情境變項：學生特質與教學環境的規劃會影響學生的多元智能表現。(4)歷程變項：對學生多元智能表現傾向的解讀，需要依據情境來解讀學生的多元智能表現，且教師在師生互動中所顯現的教學風格，也會影響學生的多元智能表現。在實際應用後，研究者提出一個「學生多元智能表現的研究模式」，模式中由研究發現新增的變項間關係如下：(1)「預知變項」的個案教師特質會影響「課程變項」中的課程設計和「情境變項」中的教學環境；(2)「結果變項」中學生、個案教師與研究者的回饋與省思，有助於改進「課程變項」的課程設計與「情境變項」的教學環境。

關鍵字

多元化教學 ； 多元智能 ； 多元評量 ； 地球科學 ； 個案研究

並列摘要

The study aims to build a model to investigate the factors that affect high school students' multiple intelligence (MI) performances. The method of the case study was chosen for data collection and analysis. The selected case was a class including 42 students who were observed for a semester at a senior high school in Taipei, Taiwan. In order to map out or explain more fully, triangulation was used and a variety of data were analyzed such as documents, video-typing data, interview data and survey data. The model developed from the data analysis found four factors to influence students' multiple intelligence performances: (1) the curriculum factor: the types of lessons affect students' MI performances because the different lessons were designed for students to perform different categories of MI. (2) the predictive factor: the teacher's rationale about science education and her MI preferences lead to students' different MI performances. (3) the situation factor: student attributes and teaching environments influence students' MI performances. (4) the process factor: the different interactions between the teacher and students lead to students' different MI performances. The data also showed that the teacher characteristics in this case could lead the direction of curriculum design and the setting of teaching environment. Therefore, we add some new relations into this model: (1) Teacher characteristics in predictive factor influence the design of lesson plans in the curriculum factor and the teaching environment in the situation factor. (2) Feedback from the teacher and students helps to modify the design of lesson plans in the curriculum factor and to improve the teaching environment in the situation factor.

並列關鍵字

Multiple instruction ； Multiple intelligences ； Multiple assessment ； Earth sciences ； Case study

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