多元智慧理論在國小英語科教學運作歷程之探究

• Main Author: 邱麗雅
• Other Authors: 張湘君
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/51832107285398527988

碩士 === 國立台北師範學院 === 課程與教學研究所 === 88 === Abstract The purpose of this study was to investigate a successful EFL (English as a foreign language) teacher''''s MI (multiple intelligences) inventory by applying the " multiple intelligences inventory for EFL teachers ". Besides, the researcher also probed how much intelligence the EFL teacher applied during the teaching process? How did the EFL teacher''''s " strong intelligences" help students'''' learning in English? And how did her " weak intelligences" limit students'''' learning in English? The results of the study can help the EFL teachers to develop their " weak intelligences" and stimulate the "strong intelligences" in order to enhance their professional teaching abilities. Qualitative research method was used on this study. Data were collected by videotapes, records of field notes, documents, interviews, open-ended questionnaires and so on. The results of this study showed that the " strong intelligences" of Ms. Wang were linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, intrapersonal intelligence, and naturalist intelligence. Moreover, the " weak intelligences"of Ms. Wang were bodily-kinesthetic intelligence and interpersonal intelligence. The results of this study also proved that Ms. Wang''''s " strong intelligences"-- logical-mathematical intelligence and naturalist intelligence were not often applied in teaching partly because that there were little time to give a lesson, and partly because that she didn''''t know how to design the activities about the two intelligences during the process of teaching. However, Ms. Wang strived hard to design related activities under the guidance of textbook or teacher''''s materials. In addition, during the process of research, the teacher was also confronted with the challenge of students'''' immense differences in English proficiency. Based on the result of the study, some suggestions were made for EFL teachers, the editors of EFL teaching materials, and the educational authorities. Keywords: English teaching in the elementary school, multiple intelligences, multiple intelligences inventory for ESL teachers