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藝術心理課程對幼兒多元智能之成效探究 / The Effectiveness of Art Psychology Curriculum on Children's Multiple Intellegence張靜軒 Unknown Date (has links)
本研究旨在探討藝術心理課程對幼兒多元智能之成效探究。本研究以立意取樣選擇臺北市立雨農國小附設幼兒園進行研究,研究對象為56名年齡層滿五足歲至六歲之幼兒,研究設計採準實驗設計,將受試者隨機取樣至實驗組與控制組,實驗組接受為期五週的「藝術心理課程」。本研究所使用的資料處理與分析方法是以質量並行的方式進行,測驗工具採用葉玉珠(2005)所編製「幼兒多元智慧量表」,以量化資料分析為主,輔以質性資料包含教學觀察紀錄省思表、教師回饋表、家長回饋表、藝術心理課程之活動紀錄,作為質性分析之依據。
本研究結果如下:一、藝術心理課程能提升幼兒多元智能;二、幼兒在多元智能呈現大多為組合智能結構;三、幼兒的多元智能表現會隨著關係的熟悉度與團體氛圍增加;四、藝術心理課程之活動設計會引發幼兒多元智能的發展,引起興趣與學習;五、課程突發事件會成為幼兒人際與內省智能的專屬教材;六、幼兒經過教師提醒後能比過去短暫的時間內轉向正向行為。
本研究最後根據研究發現與結果,對教育各領域提出相關具體建議,本研究最終期盼,心理輔導與幼兒教育跨領域的發展課程,能對當今提出另一種教育面貌。
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多元智能評量與課程實驗研究 / Exprimental study of multiple intelligences inspired curriculum and assessment方燕芬 January 2003 (has links)
University of Macau / Faculty of Education
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探討特殊教育學童之多元智能萌發所需的教學環境 / Exploratory study of instructional environment necessary to nurture special education students' multiple intelligences傅潔玉 January 2004 (has links)
University of Macau / Faculty of Education
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落實目標管理之多元智能評量研究 / Study of the multiple intelligences evaluation system for the implementation of the management by objective朱裳 January 2001 (has links)
University of Macau / Faculty of Education
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澳門高小學生多元智能學習風格及教學指導策略研究 / Study of MI-inspired learning styles and instructional strategies of upper primary students in Macao;"Study of MI inspired learning styles and instructional strategies of upper primary students in Macao"麥瑞琪 January 2009 (has links)
University of Macau / Faculty of Education
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國小學生多元智能與英語閱讀能力之相關性研究 / The Correlation between Elementary School Students' Multiple Intelligences and English Reading Proficiency韓維仁, Han, Wei-jen Unknown Date (has links)
過去二十多年來,多元智能理論在教育界受到極大的重視與推崇,該理論對於外語課程與教學亦有所啟發。本研究旨在調查國小高年級學生的多元智能與英語閱讀能力之關係,主要探討和英語閱讀能力相關的多元智能,並比較英語閱讀高低成就者與不同性別學生在多元智能與英語閱讀成績方面之差異,以供英語閱讀課程設計及教學作參考。
本研究之對象為台北縣257名國小六年級學生,以「多元智能評量表」及「英語閱讀能力測驗」為研究工具,進行量化調查研究,以描述統計、多元迴歸、獨立樣本T考驗等統計方法分析結果。
本研究之主要結果如下:
一、以國小學生之多元智能分佈而言,其人際智能、空間智能、內省智能以及
肢體運動智能較強,然其自然智能、語言智能以及音樂智能較弱。
二、以國小學生之英語閱讀能力而言,其英語對話能力差異較大,然其單字部
分差異則較小。
三、國小學生的英語閱讀能力與多元智能有顯著相關,亦即英語閱讀能力與邏
輯數理智能、音樂智能達顯著正相關,與自然觀察智能達顯著負相關。
四、英語閱讀高低成就者在多元智能分佈上有顯著差異。亦即高成就者每一項
多元智能皆顯著高於低成就者,且以邏輯數理智能、音樂智能、及語文智
能差異最大。
五、英語閱讀高低成就者在英語閱讀能力方面有顯著差異。亦即高成就者之英
語閱讀能力,在單字、句子、對話的等方面,皆顯著高於低成就者之英語
閱讀能力。
六、不同性別的學生在多元智能分佈有顯著差異。亦即女生的音樂、人際、語
文、內省等智能皆顯著高於男生。
七、不同性別的學生在英語閱讀能力上有顯著差異。亦即女生在閱讀英語單
字、句子的表現方面,皆顯著高於男生。
八、不同性別的學生主要和英語閱讀能力相關的多元智能並無差異,亦即男女
生之邏輯數理智能皆與英語閱讀能力達顯著正相關,且女生的人際智能和
英語閱讀能力達顯著負相關。
最後,研究者根據上述之研究結果,對英語教師與教材編輯者提出建言,期能藉由瞭解國小生多元智能與英語閱讀能力之相關性,增進對於英語閱讀能力的理解,進而提升英語閱讀課程設計與教學之效能。 / The Multiple Intelligences theory, having received great attention of educators over the past two decades, has made great contributions to language education by casting light on curriculum development and pedagogy. Accordingly, the purpose of this study was to explore the correlation between elementary school students’ multiple intelligences and English reading proficiency. In addition, the study compared the differences between students’ English reading proficiency and multiple intelligences in terms of proficiency level and gender.
The participants were 257 sixth graders from two urban and two rural elementary schools in Taipei County. The MI Inventory and English reading proficiency test were adopted in the study. The data were analyzed through descriptive statistics, multiple regression, and T-test.
The major findings of this study were as follows:
1. Elementary school students were stronger interpersonal, spatial-visual, intrapersonal, and bodily- kinesthetic intelligences, yet weaker in naturalist, linguistic, and musical intelligences.
2. As far as elementary school students’ English reading proficiency was concerned, the greatest gap existed in their dialogue ability, yet the smallest gap existed in their vocabulary ability.
3. Elementary school students’ multiple intelligences were significantly correlated with English reading proficiency. Their English reading proficiency was positively correlated with logical-mathematical and musical intelligences, but negatively correlated with naturalist intelligence.
4. There were significant differences in the distribution of multiple intelligences between high and low achievers in English reading proficiency. High achievers were stronger in all of the eight multiple intelligences than their counterparts, particularly in logical-mathematical, musical, and linguistic intelligences.
5. There were significant differences in English reading proficiency between high and low achievers. Compared with low achievers, high achievers performed better in the vocabulary, sentence, and dialogue sections of the English reading proficiency test.
6. There were significant differences in the distributions of multiple intelligences between different genders. Namely, girls’ musical, interpersonal, linguistic, and intrapersonal intelligences were significantly stronger than those of boys’.
7. There were significant differences in English reading proficiency between different genders. More specifically, girls performed better than boys in the vocabulary and sentence sections of the English reading proficiency test.
8. Boys and girls had the same dominant intelligence of English reading proficiency, i.e. logical-mathematical intelligence. In addition, girls’ interpersonal intelligence was negatively correlated with English reading proficiency.
Based on the findings of the correlation between multiple intelligences and English reading proficiency, the researcher provided English teachers and material designers with constructive suggestions to improve the curriculum development and pedagogy for English reading.
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應用多元智能理論因材施教的個案研究 / Case study of the application of the theory of multiple intelligences for individually configured education鄺偉基 January 2003 (has links)
University of Macau / Faculty of Education
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多元智能在職業技術課程的適性發展 / Individually configured development of multiple intelligences in the vocational and technical curriculum羅愛容 January 2005 (has links)
University of Macau / Faculty of Education
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設計符合多元智能理論的小學語文主題教學活動 / Design of primary language thematic teachng actives that meets the requirements of the theory of multiple intelligences韋喻蘭 January 2005 (has links)
University of Macau / Faculty of Education
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多元智能融入澳門藝術教育之課程研究 / Research on integrating the multiple intelligences to the curriculum of art education in Macau黃思珈 January 2006 (has links)
University of Macau / Faculty of Education
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