應用多元智慧理論導入行動學習於大專院校水域活動教學之實證研究—以風浪板運動為例

The application of multiple intelligence theory to Mobile learning was used to empirically study windsurfing in universities

陳文和(Wen-Her Chen)

多元智慧 ； 行動學習 ； 風浪板 ； Multi-Intelligence ； Mobile Learning ； Windsurfing

興大體育學刊

22期（2023 / 01 / 01）

177 - 192

繁體中文;英文

風浪板活動是一種需要多感官知覺訓練的運動，多元智慧理論即是藉由訓練學生多重感官以達成學習目標，筆者從學校推動風浪板教學中，發現大部分的學生在體驗學習過程中，學習挫折感很大，雖然於陸地上已針對風浪板操帆動作要領進行教學，並且學習者須符合此動作要領才可下水實作，但船板置於水面上時是處於一種不穩定狀態加上緊張因素，所以還是會有許多錯誤的動作情形發生。目前已有多位專家學者皆提出多元智慧理論中的重要概念，當教師應用多元智慧的架構來教學，就可以擴展評量學生學習的可能方式。目的：透過多元智慧讓學生從風浪板運動的學習過程中理解本身能力的多元性，並比較學習前後的學習效果及調查學習後學習動機，以作為授課教師調整未來教學方向以及課程設計之參考。方法：以風浪板運動為主要教學項目，發展風浪板多元智慧教學課程，並以自編之風浪板多元智慧問卷測量課程探討學生學習風浪板課程前後之成效，以及使用ARCS學習動機量表檢驗學生學習風浪板課程後的學習動機。結果：（一）經過課程實施之後，顯著增加風浪板多元智慧學習成效（二）經由多元智慧學習之後有較強的學習動機，但在不同性別在學習動機上無顯著差異。結論：多元智慧理論即提供體育教師一個正向而積極的管道，促使學生的學習動機、學習興趣與學習效果得以兼顧。

Windsurfing is a sport that requires multi-sensory perceptual training, and the theory of multiple intelligences is to train students' multiple senses to achieve learning goals. When the board is placed on the water, it is in an unstable state with the tension factor, so there are still many wrong movements. Many experts and scholars have proposed important concepts in the theory of multiple intelligences, and when teachers apply the framework of multiple intelligences to teaching, they can expand the possible ways to assess students' learning. Objective: To enable students to understand the diversity of their abilities through the learning process of windsurfing, to compare the learning effects before and after learning, and to investigate the learning motivation after learning, which will serve as a reference for teachers to adjust the future teaching direction and curriculum design. Methodology: The main teaching item was windsurfing, and we developed a windsurfing multiple intelligence teaching curriculum. We used a self-developed windsurfing multiple intelligence questionnaire to measure the effectiveness of students' learning before and after the windsurfing curriculum, and used the ARCS learning motivation scale to examine students' learning motivation after the windsurfing curriculum. Results: (1) After the implementation of the curriculum, there was a significant increase in the effectiveness of Multiple Intelligences (MI) learning. (2) There was a strong motivation after MI learning, but there was no significant difference in the motivation of different genders. Conclusion: Multiple intelligences theory provides a positive and active channel for physical education teachers to promote students' motivation, interest, and effectiveness in learning.

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