多元智慧教學的課程設計

The Curriculum Desigh for Teaching with Multiple Intelligence

王為國(Wei-Kuo Wang)

《課程與教學》 5卷1期 (2002/01) Pp. 1-20+171

https://doi.org/10.6384/CIQ.200201.0001

摘要

本文先探討多元智能的興起原因及背景，分別是：對傳統智力觀點，提出挑戰、多元智能的理念明確易懂且具親和性、多元智能理論是以學生為中心、和多元文化的理念不謀而合、對過份重視標準化測驗提出反省、受到認知心理學理論的影響、腦神經研究的影響。接著提出多元智能課程發展方式有：單科多元智能統整、跨科多元智能統整、學徒制、多元智能取向之專題研究、多元智能學習中心等。多元智能的教學，在觀念上教師應尊重學生的多元智能發展，而以不同的教學方式來配合學生的學習，並於教學過程中擴展和讚美學生的優勢智能。在作法上，可以智能本身作為教學主題，或以智能為手段去獲取知識，或者針對多元智能而實施教學。在教學過程方面，可以包括喚醒階段、擴展階段、教學階段、遷移階段等。而教師本身則需時常反省自己的教學是否對各項智能皆能均衡分配。

關鍵字

多元智能 ； 課程 ； 教學

並列摘要

The formative background of multiple intelligences (MI) include: a challenge to theory of traditional intelligence, accessibility of MI theory, student -centered approach, MI similar to idea of multicultural education, reflections on standardized tests, influences of cognition psychology on MI, and support from brain research.The tasks of curriculum development include: one discipline involved in curriculum integration of MI, interdisciplinary curriculum integration of MI, apprenticeships, MI projects, and design of learning center. Three visions for education are important for teachers: matching, stretching, and celebrating MI. In addition three types of lessons are needed: teaching for MI, teaching with MI, and teaching about MI. There are four stages necessary to teach with MI: awaken, amplify, teach, and transfer. Teachers need to reflect balances of MI in teaching.

並列關鍵字

curriculum ； multiple intelligences ； teaching

參考文獻

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