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。
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.
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