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題名 | 多元智慧學校經營理念量表的試探=The Preliminary Construction of Inventory of Multiple Intelligences Approaches to School Management |
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作者 | 林合懋; | 書刊名 | 初等教育學刊 |
卷期 | 23 民95.04 |
頁次 | 頁27-49 |
分類號 | 527 |
關鍵詞 | 九年一貫課程; 多元智慧; 個別化的教育; 學校經營; Individually configured education; Multiple intelligences; Grade 1-9 curriculum; School management; |
語文 | 中文(Chinese) |
中文摘要 | 多元智慧學校經營理念係指著重於發展學生多元智慧的學校經營理念。本研究主要以哈佛大學Gardner等人的多元智慧學校實施方針為根據,以國內兩百四十多位國小校長為施測對象,將多元智慧學校經營理念區分為「個別化的教育」、「博學中建立自我特色」、「藝術融入教學」及「教師專長互補合作」等四個因素,顯示國內多元智慧學校經營理念的特色,四個因素中以「個別化的教育」對多元智慧學校經營理念最具突出的解釋力。由這四個因素所構成的量表具有良好的信度。進一步分析發現,整體而言,國小校長對於多元智慧學校經營理念的落實並不是十分有信心的,其中最不容易實現的理念因素是「博學中建立自我特色」,頗值得省思檢討。 |
英文摘要 | Multiple intelligences (MI) approaches to school management were defined as the managerial approaches for developing students' MI in school. The purpose of this study was to construct an Inventory of Multiple Intelligences Approaches to School Management (IMIASM) for elementary schools, measuring how they perform in these approaches. The study was conducted based on Gardner and Kornhaber's Schools Using Multiple Intelligences (SUMIT)with a sample of 246 principals of elementary schools in Taiwan, IMIASM consisted of 22 items which were classified into four reliable subscales: (I )individually configured education, (2) feature-establishing through multiple learning, (3)art integrated in teaching, (4)collaboration and complement. Among thoses, The "individually configured education" is the most explanatory factor of the MI Approaches to School Management. Furthur analysis revealed that the principals' confidence in fulfilling MI approaches to school management was not very strong, and that "feature-establishing through multiple learning" was the most difficult factor to be implemented in Taiwan elementary schools. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。