多元智能應用於國小藝術教育課程之初探

林秀芬

指導教授 ： 郭禎祥博士 ； 王國川博士

國立臺灣師範大學/藝術學院/美術學系/碩士(2001年)

摘要

摘 要
面臨新世紀之各項挑戰與變遷，教育必須重新審視個人多元智能之開展，方可造就出能適應未來社會之人才。透過藝術的教育，能對教育現況提供全新視野，是實現多元智能理念最佳管道，而為使藝術教育特質與功能得以發揮，以落實各項智能理念，最重要的便是透過課程與教學。
本研究目的，除了探討多元智能應用於藝術教育之課程設計原則，更實際研發一份教材與評量均符合本土情境之多元智能應用於國小藝術教育課程，將課程實際應用與探討，以作為藝術教育工作者進行多元智能課程研發與教學之參酌。本研究對象為台南市安平國小六年級四十位學生，本研究採文獻探討方式瞭解多元智能應用於國小藝術教育之課程設計原則，並據此進行課程研發，之後，採行動研究方式實施課程，再以觀察法與調查法來瞭解實施結果。
本研究之結果如下：
一、現今藝術教育著重學生與生活之聯繫、強調問題引導與主題教學以使各種知識能整合運用，對學生多元智能的學習與開展，有正面而積極的幫助。
二、教師實施多元智能之藝術教育課程時，如能針對教學環境、學生特質、教學方式、教學內容等作周全考量，對教學過程中教師教學、師生互動、學生學習都有助益。
三、學生喜歡透過不同智能學習方式來進行藝術學習，其中又比較喜愛兩種智能融合及人際智能之學習方式；此外，學生進行一項智能學習時，常會在潛移默化中也學到其他智能。
四、從評量結果得知，課程中應用之以學生為中心、主題教學、問題核心、多元智能學習、多元智能評量等設計原則對學生智能提升有其成效。
五、大部分學生認為課程中各項智能學習活動對其多方能力提升有幫助，其中又屬將智能學習融入主動探索、切身經驗解決問題的藝術學習方式獲益最大。
六、學生進行藝術課程中各項智能學習與評量活動時，會受到學生個人特質、舊經驗能力、其他智能、及教師教學方式等影響，使其學習成果較為低落。因此，教師應時時考量與反省自己的教學方式，注意學生個別差異，給予學生合宜之教材與教導，以開啟其學習興趣與信心，此外，課程應儘量設計智能公平之評量，讓學生之每種智能可在其運作脈絡中直接評估，如此，才能提供學生適性之教導，學生之多元智能才能得以順利開展與提升。

關鍵字

多元智能 ； 藝術教育

並列摘要

Abstract
In view of the various challenges and changes in the new century, we must think seriously about the development of individual multiple intelligences (M.I.) in education. And then it will be possible for students to make useful citizens to be able to adapt themselves to the future society. The education through art can provide a new range of vision, and it’s the best way to make the theory of M.I. come true. In order to bring into full play the characteristic and function of Art Education and to put into effect the theory of M.I., we must make good use of curriculums and teaching.
This study aims to explore the application of M.I. to the principles of curricular design for Art Education. Besides, it does further R&D (research and devise) on curriculums and puts it in practice to provide reference for teachers of arts. Subjects used in this study are 40 sixth grade students of an elementary school in Tainan. The method of this study is to realize the principles of curriculum design by means of probes into literature, and then to R&D on curriculum based on these principles. Subsequently, it takes the method of action research to put the curriculum into practice, and adopts the means of observation approach and survey approach for the realization of performance result.
The study yields the following conclusions:
1.Art Education today focus on the connection between students and their real life. And it puts emphasis on the problem guidance and theme teaching. In this case, various kinds of knowledge can be integrated and utilized. And this also contributes positively to the learning and development of students’ multiple intelligence.
2.If teachers can take into consideration the teaching environment, s tudent characteristics, teaching styles and teaching contents, when implementing art educational programs of multiple intelligences, it will greatly help teachers’ teaching, mutual activities between teachers and students, and students’ learning in the teaching process.
3.Students like to undergo art learning through various styles of intelligence learning. And among these, they prefer two kinds of intelligence blends and the learning styles of interpersonal intelligence. Besides, when students undergo a kind of intelligence learning, they can also learn other intelligence unconsciously.
4.As we know from the result of assessment, curriculums which are characterized by student-center, theme teaching, problem nucleus, multiple intelligence learning, and multiple intelligence assessment contribute to the promotion of student intelligence.
5.Most students think that the various activities of intelligence learning in the curriculums are helpful to the promotion of their ability of wide fields. And the most beneficial are the styles of art learning which blend intelligence learning with active exploration.
6.When students undergo various intelligence learning and assessment activities in art curriculums, they can be influenced by personal characteristics of students, ability of previous experiences, other intelligence, and the teaching methods of teachers. This may reduce their learning effects. Therefore, teachers should often think about and reflect on their own teaching methods, pay attention to the individual differences of students and give students proper teaching materials and teaching. By doing so, teachers can bring students’ interest in learning and their confidence. Besides, the designs of curriculums should emphasize the assessment of intelligence-fair so that the intelligence of students can be directly judged through the real performance of intelligence. Only by this way, can we provide students proper instruction and bring the development and promotion of students’ multiple intelligence.

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