[[alternative]]A study for effectiveness effects of Automobile course with multiple intelligences teaching for vocational school Students in Automotive Department

碩士工業教育與技術學系[[abstract]]摘 要 本研究旨在探討多元智慧教學法，對高級職業學校汽車科建教班學生，汽車學（Ⅱ）學習成效之影響。首先透過文獻探討與分析以建立研究理論基礎，其次探討多元智慧教學法之內涵及國內外之相關研究，然後藉由多元智慧的教學模式以達成本研究之目的。 本研究以中部某一私立高級職業學校，汽車科建教班一年級兩班學生為研究對象，其中實驗組有31名學生，控制組有34名學生，因考量到研究目的與實際教學環境的條件限制，故採準實驗不等組前後測實驗設計，對實驗組學生採用多元智慧教學法，對控制組學生則採傳統式教學法，進行為期六週每週三小時之教學實驗。 本研究為了有效蒐集研究所需之資料，因而發展出本研究所需的研究工具包括：「多元智慧檢核表」、「學習態度量表」、「先置專業基礎能力測驗」及「汽車學（Ⅱ）學習成就測驗」等四種量表，對研究對象實施量測，以獲得本研究所需之量化資料，資料蒐集完後以t考驗、χ2考驗、共變數分析等方法，進行統計考驗與分析，統整歸納成本研究之研究結果，具體而言如下所述： 一、高職汽車科建教班學生，智慧傾向有顯著差異。 二、多元智慧教學與傳統式教學之高職汽車科建教班學生，在汽車學（Ⅱ）學習成就測驗上無顯著差異。 三、接受多元智慧教學與傳統式教學方法中，不同智慧傾向的高職汽車科建教班學生，在汽車學（Ⅱ）學習成就測驗上無顯著差異。 四、多元智慧教學與傳統式教學對高職汽車科建教班學生，在學習態度上有顯著差異。 五、多元智慧教學法中，不同智慧傾向之學生在高職汽車科建教班汽車學（Ⅱ）課程，學習態度皆傾向於正向積極面。 最後根據研究結果對學校、汽車科建教班教師及後續研究者提出建議。 關鍵字：多元智慧教學、汽車學（Ⅱ）、學習成效、學習態度。[[abstract]]ABSTRACT The purpose of this research was to investigate the learning effectiveness of Automobile (II) course with multiple intelligences teaching for vocational high school in Automotive Department. First of all, it set up the research theory basis through literature review and analysis. Second, it explored the relative researches of native and foreign countries in multiple intelligences teaching, and achieved this research purpose by the model of the multiple intelligences teaching. In this research, the samples are students from grade 10 cooperative program in a vocational high school in the middle part of Taiwan. There are thirty-one students in experimental group and thirty-four in control group. Because of the conditional limit of research purpose and practical teaching environment, the research adopted quasi-experimental pretest-posttest design .To experimental group students, it used the approach of multiple intelligences teaching, and traditional teaching approach for control group students. This teaching experiment lasted three hours for every week and the whole period was six weeks. In order to collect the necessary data for this research, it developed some research tools, including Multiple Intelligences Checklist、Learning Attitudes Index、Pre-Professional Basic ability Test and Automobile (II) Course Learning Achievement Test. To get the quantitative data, it practiced measure to samples. After collecting the data, it proceeded statistical test and analysis by t-test、Chi-square test、Analysis of covariance, and came to the induction as following : a. To Automotive Department cooperative program students, they had significant differences in intelligence inclination. b. In Automobile (II) Course Learning Achievement Test learning, there was no significant differences among those students from multiple intelligences teaching students and traditional teaching students. c. In the approach and multiple intelligences teaching and traditional teaching, those Automotive Department cooperative program students who had different intelligence inclination are no significant differences in Automobile (II) Course Learning Achievement Test learning. d. To Automotive Department cooperative program students, their learning attitudes had significant differences in multiple intelligences teaching and traditional teaching. e. In the approach and multiple intelligences teaching , those Automotive Department cooperative program students who had different intelligence inclination in Automobile (II) course had positive and active attitudes in learning. Finally, according to the results, this research will make suggestion to schools, Automobile Department cooperative program teachers and other researchers. Keywords: Multiple intelligences teaching、Automobile (II) course、Learning effectiveness、Learning attitude