幼兒教師運用多元智能進行圖畫書教學之研究

A Study of Applying Multiple Intelligences to Teach Picture Books for Early Childhood Teacher

鄭博真(Bor-Jen Jeng)

《幼兒保育學刊》 3期 (2005/12) Pp. 57-80

https://doi.org/10.6433/JCC.200512.0057

摘要

本研究主要探討幼兒教師運用多元智能進行圖畫書課程設計、教學歷程、及其專業成長的情形。研究對象為某醫事學院幼兒保育系二技在職專班34位現職幼兒園所教師。研究結果發現：多元智能取向圖畫書課程具有連貫性及統整性，符合幼兒的年齡和需求。使幼兒獲得多元而均衡的學習經驗，有更多的參與機會和更高的學習興趣。幼兒教師從教學中了解幼兒的智能發展，作為後續教學的參考。此外，幼兒教師在多元智能理論認知、瞭解幼兒發展、運用圖畫書、設計教案、教學方法、教學態度和觀念的改變等也方面獲得一些成長。最後，研究者提出幾點建議供幼兒教師參考。

關鍵字

多元智能理論 ； 圖畫書 ； 多元智能取向圖畫書教學

並列摘要

The purposes of the study are to explore how the early childhood teachers apply multiple intelligences to design picture book curriculum and instruction, teaching process, and their professional growth. The researcher develops the model of multiple intelligences approach picture book curriculum and instruction, and the frame of multiple intelligences curriculum as scaffolds for early childhood teachers. The findings are: the multiple intelligences approach picture book curriculum is coherence and integrative; and appropriate for young children's age and needs. Young children receive various and balanced leaning experiences, and have more participative opportunities and learning interests. The teachers understand the development of young children's intelligences from teaching processes and take the understanding as references for later instruction. The early childhood teachers have professional growth in understanding multiple intelligences theory, assessing young children's intelligences development, applying picture books, designing instructional plans, varying teaching methods, changing teaching attitudes and ideas. Finally, the researcher provides some suggestions for early childhood teachers.

並列關鍵字

Multiple Intelligences Theory ； Picture Book ； Multiple Intelligences Approach Picture Book Instruction