幼兒教師多元智能表現、教育信念與班級實務之相關研究

The Relationship among Multiple Intelligences Performance, Educational Belief and Classroom Practices of Preschool Teachers

鄭博眞(Bor-Jen Jeng)

《教育研究與發展期刊》 9卷1期 (2013/03) Pp. 81-115

https://doi.org/10.3966/181665042013030901004

摘要

本研究旨在探討幼兒教師多元智能表現、教育信念與班級實務之概況、背景差異，以及關聯性。研究者以臺灣地區727位幼兒教師為研究對象，使用「幼兒教師多元智能量表」、「幼兒教師多元智能教育信念量表」、「幼兒教師多元智能班級實務量表」等工具蒐集實證資料，再透過變異數分析及結構方程模式等進行統計處理。研究發現：幼兒教師的多元智能表現、教育信念及班級實務均在中高程度。參加多元智能研習經驗是影響幼兒教師多元智能表現、教育信念及班級實務的重要變項。幼兒教師的多元智能表現顯著影響其教育信念與班級實務。根據研究結果，本研究提出幾點建議，供幼教實務及未來研究作參考。

關鍵字

多元智能表現 ； 多元智能教育信念 ； 多元智能班級實務幼兒教師

並列摘要

The purpose of the study was to explore the status, backgrounds differences and correlations among multiple intelligences, multiple intelligences educational belief and classroom practices of preschool teachers. The participants were 727 preschool teachers in Taiwan. The scales of multiple intelligences, multiple intelligences educational belief and classroom practices were designed before collecting empirical data. The data were analyzed by multivariate analysis of variance (MANOVA) and structural equation modeling (SEM). The major findings were as follows: (a) the multiple intelligences, multiple intelligences educational belief and classroom practices performances of the preschool teachers were middle-high level; (b) experience of participating in multiple intelligences workshops was an important variable which influenced preschool teachers' multiple intelligences, multiple intelligences educational belief and classroom practices; (c) the multiple intelligences educational belief and classroom practices of the preschool teachers were significantly influenced by multiple intelligences. Based on the findings, suggestions for early childhood education practices and further research are provided.

並列關鍵字

multiple intelligences ； multiple intelligences educational belief ； multiple intelligences classroom practices ； preschool teachers

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