幼稚園教師發展幼兒多元智能量表與實施課程地圖之歷程探究

The Exploration of the Process of How Kindergarten Teachers Integrate Curriculum Mapping Concept for the Development of Multi-Intelligence Scale for Young Children

10.6367/ECE.200906.0019

莊雯心(Wen-Hsin Chuang)

心智圖 ； 幼兒教育 ； 多元智能 ； 評量 ； 課程地圖 ； curriculum map ； early childhood education ； evaluation ； mind map multi-intelligence

幼兒教育

294期（2009 / 06 / 30）

19 - 34

簡體中文

本研究在探討如何以多元智能爲教學信念並進而去建立出屬於園所幼兒適用的多元智能評量量表。將幼稚園開放與彈性教學的精神應用於多元智能教學進而發展符合該理念之評量量表。研究場域爲台北縣、市各一所公立幼稚園。研究工具參閱莊雯心(2002)編製之「幼兒多元智能量表」及教育部「五歲幼兒能力指標」爲建構評量量表的基礎。研究結果發現結合多元智能的概念、心智圖與課程地圖的運用使得教師設計的課程更能滿足幼兒個別需求；亦發現教師在面對呈現學習困難的孩童時有更大的包容性，教師所建構的課程內容更具完整性。

This study investigated the process at which kindergarten teachers generate a Multi-Intelligence Scale specifically for one's center based on the teaching philosophy of multi-intelligence. 24 teachers and 316 children from two public kindergartens participated in the study. Multi-Intelligence Scale for young children developed by Chuang (2002) and Ability Norm for 5-year-olds from the Ministry of Education were used as the basis for the assessment scale in this study. Results showed that teachers can better meet individual needs when they applied the concepts of multi-intelligence and mind map into curriculum map planning. Also, teachers had more compassion for children with learning difficulties. Furthermore, the integral curriculum contents were compiled as a result.