多元智慧理論的理念與實踐

The Basic Constvucts and Applications of Multiple Intelligence

10.6384/CIQ.200201.0021

高博銓(Po-Chuan Kao)

多元智慧 ； 教學 ； 智慧 ； multiple intelligences ； teaching ； intelligence

課程與教學

5卷1期（2002 / 01 / 01）

21 - 36+172

繁體中文

過去，教育的討論經常侷限在認知的領域，甚至僅限於特定的學科，但從教育的本質來看，教育的範疇絕對不只於此，教育的內涵應按包括動機、情感、社會與道德實踐、以及價值觀。也因此，多元智慧論的觀念逐漸受到一般人的重視。其目的旨在提供機會農學生可以利用非學術性智慧去學習和展示他們所理解的學習內涵，以進一步提升學生學習的潛能，同時也可以創造一個成人可以學習的環境。至於多元智慧教學在作法上，則可以採取以下的方式：營造良好的班級氣氛;提供充裕的學習機會；做好課程規劃的工作；建立學習的引導機制；進行慎思性的對話;重視實際性的運用；強化合作性的學習；成立教師的智慧國隊；懷抱適當的成就期望；實施多元化的評量。總之，透過多元智慧教學的實施，必能讓學生的多元智能活躍起來，同時也一定能將教育的範圍擴及更多學生，並獲得更好的教育成果。

In the past, discussion of education has often been restricted to the cognitive realm. even to specific disciplines. Howevel, judging from the essence of education, education is a far broader endeavor, involving motivation, emotions, and social and moral practices and values. Therefore, multiple intelligences have been noticed. The goal of multiple intelligences theory is to provide an opportunity for students to learn and show what they understand with non-academic intelligences, to further work out students' potentiality and create a learning environment for adults. As to multiple intelligences teaching, we can take the following measures: create a supportive classroom climate, provide an opportunity to learn, organize the curricular alignment, establish learning orientations, stimulate thoughtful discourse, emphasize practice and application activities, increase cooperative learning, set up teams of intelligences, entertain achievement expectations, and implement multiple evaluation. With the implementation of multiple intelligences teaching, educators can reach many more students, and affect them much more deeply, by activating the multiple intelligences of their students.

1. (2001).Values, culture and education (World yearbook of education 2001).London:Kogan Page.
2. Armstrong, T.(1994).Multiple intelligences in the classroom.Alexandria, VA:Association for Supervision and Curriculum Development.
3. Banks, J. A.,Cookson, P.,Gay, G.,Hawley, W. D.,Irvine, J. J.,Nieto, S.,Schofield, J. W.,Stephan, W. G.(2001).Diversity within unity: Essential principles for teaching and learning in a multicultural society.Seattle:University of Washington.
4. Brandt, R.(1998).Powerful learning.Alexandria, VA:Association for Supervision and Curriculum Development.
5. Brophy, J. E.(2000).Teaching.International Bureau of Education, International Academy of Education.
6. Campbell, L.,Campbell, B.(1999).Multiple intelligences and student achievement: Success stories from six schools.Alexandria, VA:Association for Supervision and Curriculum Development.
7. Campbell, L.,Campbell, B.,Dickinson, D.(1996).Teaching and learning through multiple intelligences.Needham Heights, MA:Allyn ＆ Bacon.
8. Cheng, Kai-Ming(2001).Eggerton Lecture of the Comparative and International Education Society.Washington, D. C.:
9. Gardner, H.(1991).The unschooled mind: How children think and how schools should teach.New York:HarperCollins.
10. Gardner, H.(1983).Frames of mind: The theory of multiple intelligences.New York:HarperCollins.
11. Gardner, H.(1999).The disciplined mind: What all students should understand.New York:Simon ＆ Schuster.
12. Gardner, H.(1993).Multiple intelligences: The theory in Practice.New York:HarperCollins.
13. Good, T. L.,Brophy, J. E.(2000).Looking in classrooms.New York:Longman.
14. Hargreaves, A.,Earl, L.,Moore, S.,Manning, S.(2001).Learning to change.San Francisco:Jossey-Bass.
15. Henderson, J. G.,Hawthorne, R. D.(2000).Transformative curriculum leadership.Upper Saddle River, NJ:Merrill.
16. Hoerr, T. R.(2000).Becoming a multiple intelligences school.Alexandria, VA:Association for Supervision and Curriculum Development.
17. Meichenbaum, D.,Biemiller, A.(1998).Nurturing independent learners: Helping students take charge of their learning.Cambridge, MA:Brookline.
18. Naisbitt, J.(1999).High tech, high touch: Technology and our search for meaning.London:Nicholas Brealey.
19. Phillips, D. C.,Soltis, J. F.(1998).Perspectives on learning.New York:Teachers College Press.
20. 梁雲霞(2000)。多元智慧和學生成就。台北:遠流。

1. 賴亦璇、張瓊穗、甘珮禎、王尹伶(2002)。問題導向學習模式在國小環境議題教學之應用。教育資料與圖書館學，40(2)，198-209。
2. (2007)。論智慧與智力。教育研究學報，41(2)，69-82。
3. (2012)。從教育心理學觀點檢視普通高級中學課程綱要（99課綱）的特色。教育研究，20，53-65。