幼兒教師多元智能教育信念與實務之研究

A study of Preschool Teachers' Educational Beliefs and Practices about Multiple Intelligences

鄭博真(Bor-Jen Jeng)

《屏東教育大學學報-教育類》 33期 (2009/09) Pp. 581-619

摘要

本研究旨在探討幼兒教師的多元智能教育信念及實務的概況、不同背景的差異，以及兩者之間的相關性。研究者以台南地區341位幼兒園教師為研究樣本。使用自編「幼兒教師多元智能教育信念及實務量表」蒐集實證資料。結果發現：（1）幼兒教師多元智能教育信念的三個構面達高程度。其中最具有智能公平評量信念、其次是多元方式教學信念。（2）幼兒教師多元智能教育實務的三個構面達中高程度。其中最常做到的是智能公平評量實務、其次是多元方式教學實務。（3）幼兒教師的學歷及參加多元智能研習經驗是影響其多元智能教育信念的重要變項；而參加多元智能研習經驗及使用多元智能教材為影響其多元智能教育實務的重要變項。（4）幼兒教師的多元智能教育信念與其實務存在明顯的落差，又多元智能教育信念對其實務影響力達38%，可見尚有其它因素會造成兩者之落差。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 ； 教育信念 ； 教育實務 ； 幼兒教師

並列摘要

The purpose of the study was to explore the relationship between preschool teachers' educational beliefs and practices about Multiple Intelligences（MI）. The participants were 341 preschool teachers in Tainan area. The Scale of MI Educational Beliefs and Practices was designed by the researcher to use in this study. The study findings were as follows:(a) the preschool teachers' MI educational beliefs were high level, and the highest level was the intelligence-fair assessment belief;(b)the preschool teachers' MI educational practices were middle-high level, and the highest level was the intelligence-fair assessment practice; (c)preschool teachers' educational degree and MI conference experience were important variables influencing MI educational beliefs. However, preschool teachers' MI conference experience and MI teaching material were major variables affecting MI educational practices; (d) there were significant differences between the preschool teachers' MI educational beliefs and practices. Also, the influence degree that MI educational beliefs could explain practices was up to 38%. Therefore, there are other factors affecting the differences. According to the findings, suggestions for practices and further researches were included in this study.

並列關鍵字

Multiple Intelligences ； Educational Beliefs ； Educational Practices ； Preschool Teachers

參考文獻

王正珠(2001)。幼稚園教師運用多元智能理論之歷程研究(碩士論文)。國立新竹師範學院幼兒教育研究所。

王恰又、鄭博真、中華醫事學院幼兒保育系主編(2006)。幼兒保育專業發展：理論與實務。台北:華騰。

王恭志(2000)。教師教學信念與教學實務之探析。教育研究資訊。8(2)，84-98。

學前多元智能教育項目介紹書

包織文(2005)。大台北地區國中教師多元智能教學信念與國中學生多元智能學習成效關係之研究(碩士論文)。銘傳大學教育研究所。