The diploma thesis "Interpersonal Multiple Intelligence and Its Development in B2 English Lessons" focuses on Howard Gardner's theory of multiple intelligences with special emphasis on interpersonal multiple intelligence. The thesis consists of two main sections: theoretical and practical part. The theoretical part introduces the concept of intelligence, the theory of multiple intelligences and interpersonal intelligence. The practical part introduces the research that investigates whether, how and to what extent interpersonal intelligence is developed in B2 English lessons. It consists of two parts: the main part discusses the content analysis of two course books and the second part of the research - the questionnaire - complements findings of the content analysis.

由於顏元著「四書正誤」一書是針對朱熹「四書集註」的不滿而提出反對的觀點，換言之，其「正誤」意即正「四書集註」之誤。本文的緒論為研究動機、研究目的、研究程序及研究範圍，亦對前人研究的文獻大致作檢討。第二章是探討顏元四書學的背景，從橫向如清初對「四書」的研究情形及當時的學風作敘述；縱向從顏元本身的學習歷程、思想的轉變等亦在此章分述。第三章和第四章分別是從顏元「一破一立」的主張去呈顯其四書學。第三章是探討顏元反對「四書集註」之觀點。在形式上，顏元反對朱熹以傳注訓詁的方式去註解古籍；在內容上，他反對以心性義理的角度去詮釋「四書」。此外，他也對「四書集註」有妄改經義或經文處提出反對的意見。第四章是顏元四書學之要旨，從中剖析顏元所認為的訓解「四書」之方式為何。本章是從其主張以實際的事物去訓解古籍；主張透過行為去實踐經書中的道理；主張回復傳統儒學，從「四書」經典本身求義理以及其對「四書」的文句疏通方面去作剖析。第五章是對顏元的四書學作評述，主要是從其價值貢獻及缺失兩方面來談。再者，顏元四書學的定位及影響也一併在此章作探討。第六章是結論以總結全文。

The thesis is concerned with methodological specifics of beginner piano teaching of students at different age levels. It attempts to give a complex view of its various aspects. The thesis is subdivided into several chapters, drawing on available psychological and methodological literature, piano course books and a questionnaire survey. The first chapter focuses on a beginner piano learner as an individual undergoing a particular stage of psychological development. It explores learners' general as well as music- specific characteristics and links these characteristics to piano playing. In addition, it describes motivational tendencies prevailing at different development stages, and other factors which can substantially influence the learning process, but have not hitherto been discussed with respect to piano teaching in greater detail although a pedagogue can more easily deal with potential problems that may arise at beginner levels when thoroughly informed. It namely discusses learning and teaching styles, hindrances to learning and learning disabilities. The second chapter is devoted to methodological specifics of teaching learners of different age groups. The third chapter then expands on the subject of beginner piano teaching specifics, comparing techniques used in beginner piano books aimed at various...