[[alternative]]An Educational action research of Mutiple Intelligence teaching practice

[[abstract]]An educational action research of Multiple Intelligence teaching practice Abstract Sweet Feng The fundamental reason for the study was to examine the implementation process of Howard Gardner's Theory of Multiple Intelligence in a junior high school in Taipei. The main aims of the study are to improve the quality of teaching, teaching effectiveness and performance assessment. The data presented provides a framework for implementation. The standard of English education could be raised by using action research focused on the school/teacher basis. Teachers on the campus could develop themselves to better their teaching. The objective of MI teaching is to develop the students' dominant intelligences and then reconstruct their own thinking styles. It is more important to crystallize the students' experiences and inspire their brain strength. MI assessment tools provied varying profiles of students' strengths and weaknesses. The analysis of the data revealed the following main findings: 1. Theme-Based Interdisciplinary learning may cause intrinsic motivation and bring out optimal experiences, and meanwhile, alse causing integratiion of knowledge. 2. Situated learning may combine the contents and situated context, in order to bring about accomplishment and problem-solving. 3. Giving students time to think about allows students to reflect, to correct mistakes by themselves and work more efficiently. 4. Teachers' strategic skills and guide methods are extremely important. Both curiosity and interest are the key motivations of learning. 5. MI teaching makes students more competitive. 6. Authentic assessment cultivates the ability to research information, develop potential and achieve ambition. According to the results, suggestions about the Multiple Intelligence Teaching Practice would be offered as follows: 1. Teachers not only appreciate skills of teaching, but emphasize the theory of education. 2. Teachers change the regular schedule of curricula and evaluation systems for raising quality. 3. Teachers can't use the same methods to guage the intelligence of individual students. 4. Action research is essential for teachers and learning organization is necessary in schooling.