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題 名 | 多元智能理論及其在課程、教學與評量革新之應用=Multiple Intelligences Theory and Its Application for Curriculum, Instruction, and Assessment Innovation |
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作 者 | 鄭博真; | 書刊名 | 初等教育學報 |
卷 期 | 16 2003.06[民92.06] |
頁 次 | 頁111-142 |
分類號 | 521.4 |
關鍵詞 | 多元智能理論; 多元智能取向課程; 多元智能取向教學; 多元智能取向評量; Multiple intelligences theory; Multiple intelligences approach curriculum; Multiple intelligences approach instruction; Multiple intelligences approach assessment; |
語 文 | 中文(Chinese) |
中文摘要 | 1983年Gardner提出「多元智能理論」,主張智能是一種解決問題或創造社會文化所重視的產品的能力。正常的人都具有八種智能,而且大多數人的智能都能發展到適當的水準,只是強弱程度不同。智能是可以教導和提昇的。多元智能理論提出以來,已經被許多國家應用在學校教育的課程、教學和評量革新上。本文主要探討多元智能理論的內涵及其所主張的教育理念;其次分別探討多能智能理論在課程、教學與評量的應用;接著根據上述探討所得,初步建構一個多元智能取向課程、教學與評量革新架構;最後提出多元智能理論目前的限制和不足之處,供實務教師應用時作參考。 |
英文摘要 | Gardner produced the theory of multiple intellgences in 1983. He indicated that the intelligences are the abilities of problem solving or creating the social culture valued products. People have eight intelligences and the most of peoples' intelligences can development appropriately. The intelligences can be instructed and improved. The multiple intelligences theory has been applied to innovate curriculum, instruction, and assessment. The paper explores the content of the multiple intelligences theory, and the application for curriculum, instruction and assessment innovation. First, it discusses the content of multiple intelligences theory and its ideas of education. Second, it explores the application for curriculum, instruction, and assessment innovation, and then the researcher constructs the frame of multiple intelligences approach curriculum, instruction, and assessment innovation. Finally, it criticizes the multiple intelligences theory of its limits. |
本系統中英文摘要資訊取自各篇刊載內容。