多元智能模式融入提早入學學生認知與情意輔導課程設計之研究

本研究主要在探究提早入學資優生的多元智能發展，並設計以及評估一個以多元智能模式為基礎的提早入學學生認知與情意的輔導課程。本研究的對象為北區（台北縣、桃園縣市、新竹縣市）96學年度通過提早入學之二十五位國民小學一年級資賦優異學生。本研究發現教師認為提早入學兒童的邏輯數學與語文智能為多元智能中得分最高者，得分最低的智能為音樂智能。研究者將提早入學學生分為實驗組及控制組，實驗組為參與本研究所設計之認知與情意輔導課程的學生，控制組則未參與實驗介入。本研究結果發現實驗組在語文智能、邏輯數學智能、視覺空間智能、身體動覺智能、和音樂智能的進步狀況，顯著高於控制組。實驗組的生活適應後測亦顯著高於前測，控制組生活適應前後測則未達顯著差異。同時，實驗組的情緒問題亦獲得明顯改善。本研究結果建議提供一套針對資優學生認知與情意需求的輔導課程，對提早入學資優生的發展與適應是正面的，而教師和輔導老師在設計這類支持提早入學資優生適應和發展的輔導課程時，多元智能為一可參考的有效介入模式。

關鍵字

多元智能；提早入學資優生；認知與情意輔導課程

並列摘要

The main purpose of this study was: (a) to explore gifted early entrants’ multiple intelligences (MI), (b) to propose a cognitive and affective intervention program reflecting the MI Model, and (c) to investigate the effects of the MI program. The participants consisted of 25 northern Taiwanese early entrants in 2007 from Taipei county, Tauyuan county (city), and Hsinchu county (city). In this study, teachers perceived that early entrants’ logical-mathematical and verbal-linguistic intelligence got the highest mean scores while their musical intelligence got the lowest mean score on a MI assessment. The researcher assigned students to a treatment group participating in the intervention program or a comparison group in a control condition. There were significant differences in adaptation between pre- and post-test scores for the treatment group, but no significant differences for the comparison group. After the intervention, the treatment group also made significantly greater gains than the comparison group on verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, and musical intelligence. Likewise, students’ emotional and behavioral problems showed considerable decrease. The results suggest that a program aiming to enhance gifted students’ cognitive and affective development is beneficial for gifted early entrants and MI model is helpful when teachers and counselors look for an effective intervention to support early entrants’ adaptation and development.