國民中小學原住民與非原住民身心障礙學童多元智能與學習情形調查

張英鵬

doi:10.6768/JSE.200309.0193

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P193 - 221

社会科学 > 教育学

DOI： 10.6768/JSE

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国民中小学原住民与非原住民身心障碍学童多元智能与学习情形调查

To Investigate Multiple Intelligence and Academic Performance between Aborigine Students and Non Aborigine with Handicaps Students

张英鹏(Ying-Peng Chang)

特殊教育学报； 17 期 (2003 / 09 / 01) ， P193 - 221

繁体中文 DOI： 10.6768/JSE.200309.0193

原住民；身心障碍学童；多元智能；学习情形； aborigine ； multiple intelligence ； academic performance ； learning disabilities

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摘要 │ 参考文献 (24) │ 被引用文献 (5) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

The purpose of this research was to investigate multiple intelligence and academic performance between aborigine students and non aborigine with handicaps students based on a variety of data collection. The instruments consisted of ”Parental Checklist of Multiple Intelligence”, ”Teacher Checklist of Mulitple Intelligence”, ”Child Checklist of Multiple Intelligence” and ”Teacher Checklist for Academic Performance of Handicapped Student” written by Chang,Ying-Peng. 220 students participated this study. The results were indicated as follows:
(A)”Parental Checklist of Multiple Intelligence” and ”Teacher Checklist of Mulitple Intelligence”
1.Students with learning disabilities and visual impairment had significant higher scores in eight types of intelligences than mental retardation and multiple disabilities students.
2.There was no significant difference in eight types of intelligences between aborigine students.
3.There was a significant difference in linguistic, spatial, body-kinesthetic, musical, intrapersonal, and naturalist intelligence of elementary and secondary school students.
4.Girls had higher scores in linguistic than boys.
5.There was no significant difference in eight types of intelligences between inter-scorer.
(B) Checklist of Mulitple Intelligence for aborigine students
1.Students with learning disabilities had higher scores in linguistic, spatial, logic-mathematics, intrapersonal, bodily kinesthetic, and naturalist intelligence than students with multiple disabilities.
2.There was no significant difference between aborigine students in eight types of intelligences.
3.There was no significant difference between elementary and secondary school students.
4.Girls had higher scores in musical intelligence than boys.
(C)”Parental Checklist of Multiple Intelligence” and ”Teachers Checklist of Multiple Intelligence for Non-Aborigine Students”
1.Students with learning disabilities and hearing impairment in linguistic, spatial, musical and logic-mathematics intelligence was indicated a significant difference than mental retardation and multiple disabilities students.
2.There was no significant difference in eight types of intelligences for the elementary and secondary school students.
3.Parents rating scores in musical rhythm was obviously higher than special education teachers.
4.Boys had higher scores in bodily kinesthetic than girls.
(D)Checklist of Mulitple Intelligence for Non-Aborigine Students
1.Students with hearing impairment had higher scores at spatial, logic-mathematics than students with mental retardation and multiple disabilities.
2.Students with secondary school had higher scores at interpersontal, logic-mathematics than students with elementary.
3.Girls had higher scores in musical intelligence than boys.
(E)Non aborigine with handicaps students had higher scores in logic-mathematics, linguistic intelligence and intrapersonal than aborigine students with handicaps.
(F)Aborigine handicapped students had higher scores in bodily kinesthetic than non aborigine with handicaps students.
(G)There was a significant difference in attendance, academic performance, and living adjustment when compared to non aborigine with handicaps students and aborigine handicapped students.

参考文献 ( 24 ) 〈TOP〉

Checkly, C.(1997).The first seven and the eighth.Educational Leadership,55(1),8-13.
Frasier, M. M.(1992).Ethnic/Minority Children: Reflections and Directions.U.S., Georgia:
Gardner, H.(1995).Reflection on multiple intelligences.Phi Delta Kappan,77(3),200-208.
Gardner. H.(1999).Intelligence reframed: Multiple intelligence for the 21th century.New York:Basic Books.
Gardner. H.(1983).Frames of Mind: The Theory of Multiple Intelligences.New York:Basic Books.

被引用文献 ( 5 ) 〈TOP〉

蔡明富(2014)。国中小学生多元能力量表之编制。特殊教育与辅助科技学报，7，75-111。
黄彦融(2020)。特殊教育中的比例性偏差现象：以新住民家庭身心障碍子女为例。学生事务与辅导，58(4)，73-80。
李玲玉、何函儒(2017)。多感官音乐活动促进多重障碍幼儿持续注意力与肢体动作之学习成效。特殊教育学报，45，25-54。
(2012)。多元智能、父母管教方式对自我概念影响之阶层线性模式分析─新移民子女与本籍生之比较。教育研究学报，46(1)，69-96。
(2016)。以特殊需求之观点探究原住民国小课程调整之必要性及因应作为～以宜兰县为例。东台湾特殊教育学报，18，163-197。

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