多元智能理論應用於國小作文教學之研究---以载道國小四年級為例

• Main Author: 吳煒增
• Other Authors: 周全
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/84639485885126842187

碩士 === 國立台北師範學院 === 課程與教學研究所 === 93 === Abstract Gardener(Harvard University) mentioned the theory of multiple intelligences in his book (Frames of Mind) in 1983. He thought that the intelligence is the physical and mental potential that solves problems or produces the emphasized works of that culture. Everyone owns multiple intelligences and uses the superior intelligence of his favor to make use of or link it. Gardner also claimed that people have to do their own critical thinking in every special area of their intelligences. Students can develop the ability of reflection and considerations of others only after being deliberately taught critical thinking in each related course. Therefore, I think we should cultivate students’ abilities of critical thinking when they are developing and applying multiple intelligences. We hope all students can display the potential of multiple intelligences by enacting the teaching of critical thinking. The researcher hopes to combine the theory of critical thinking with multiple intelligences to accomplish the purpose of teaching through multiple intelligences. By applying the theory of multiple intelligences in elementary composition teaching, teachers can arouse students’ inspirations and help them to be capable of writing composition. I expect this study can provide teachers a new teaching method in composition; it also provides students a new thinking aspect in composition. After having studied composition teaching for one semester, I find: 1. The teachers employ the theory of multiple intelligences in elementary composition teaching to guide the students making use of their superior intelligences, and combining their life experiences to flourish their expression in writing. 2. Through critical thinking, the students can examine articles, collect, and describe the topics by themselves while composing. Critical thinking also enables students in interpreting, reflecting, and inspecting their thinking. Finally, they capable of providing full and unique viewpoint. This method helps students to the inconsistent content with title, bad logic thinking, and syntax errors. 3. The teachers with reflection are good at applying relative theories to their teaching and providing critical and reflective issues to lead students to discuss with each other. They also can create a nice learning atmosphere. 4. Combing critical thinking with multiple intelligences in composition teaching enhances the students’ thinking styles and writing habits. It also enable students contemplate deeply and variously and share their viewpoints gladly. As a result, students gather abundant materials for their writing. 5. Teachers should help students to form their own learning styles, guide them to comprehend the learning methods or the way of thinking while approaching an issue. Teachers should also stage the guidance (for example, one semester), which allow students to be able to learn, operate, and apply those methods with full time. Hereafter, the students can apply those methods deftly to create more in the future. 6. Thanks to the efforts of the teachers, well-planned course and effective teaching, the quality of the teaching has been raised. Therefore, the parents recognize the teachers’ efforts and gain confidence on our education. Consequently, they feed back sincerely. 7. After realizing and analyzing the relative theory, I would like to find a best method that can be used and provided to help students’ learning and teachers’ teaching. Finally, I make some suggestions to educational administrative organizations, schools, teachers, students, parents, and publishers. I hope the elementary composition teaching be more effective and elaborate through the efforts of whom may be concerned in the educational field.