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題 名 | 多元智慧的統整與學科領域教學=Curriculum Integration through Multiple Intelligences and the Teaching of Disciplinary Knowledge |
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作 者 | 徐靜嫻; | 書刊名 | 臺東大學教育學報 |
卷 期 | 14(下) 民92.12 |
頁 次 | 頁1-22 |
分類號 | 521.7 |
關鍵詞 | 多元智慧; 課程統整; Multiple intelligences; Curriculum integration; |
語 文 | 中文(Chinese) |
中文摘要 | 多元智慧理論不僅打破傳統對智慧的理解,增加了教師啟發與有效教授異質學生的可能性,它更是提供了教師一個新的途徑統整目前的學科或領域的教學。本文旨在探討 目前國內教師利用多元智慧理論來統整課程教授學科或領域的知識與技能時,普遍所犯的兩個迷思。第一個迷思及對不同學科與多元智慧中特定智慧間關係理解的偏差,第二個迷思則是有關於教師對各種智慧內涵理解的過於粗略,以致於矮化各學科學或領域的教學專業。本文首先釐清學科與智慧二者涵意的不同,並解釋粗略應用多元智慧的現象與問題。其次,重申Gardner將多元智慧理論運用到學科或領域教學的兩種方式,並據此提出種強調不同智慧的教學策略與方法以提供教師做為教授多元智慧的切入點。最後,針對教師運用多元智慧理論為基礎統整課程的作法,提供幾點建議。 |
英文摘要 | Multiple intelligences (MI) theory not only reconstructs our conception of intelligence, but also provides an approach to teaching disciplinary knowledge and skills for students of diverse backgrounds. This paper discusses tow major misconceptions held by teachers who use MI theory to integrate current curriculum in school. The first misconception is related to the relationship between the particular “intelligence” and the “discipline”. The second one is a false application of MI theory, which as a consequence leads to a degrading of teaching quality. This paper first explains the differences between the intelligences and the disciplines so as to clarify the two above-mentioned misconceptions. Second, two principles suggested by Gardner to emphasize multiple intelligences in teaching disciplinary knowledge are presented. Finally, several teaching strategies are introduced to put the two principles in practice. |
本系統中英文摘要資訊取自各篇刊載內容。