多元智慧理論融入高商經濟學教學之研究

碩士商業教育學系[[abstract]]本研究採質性研究法，根據研究目的，主要探討多元智慧融入高商經濟學教學設計之研究，並以Gardner 所提出多元智慧理論發展背景及理論架構，作為本研究教學設計、教學策略和評量方式的應用。根據文獻分析的結果，設計融入多元智慧理論於經濟學的課程單元，針對這份教學設計內容對四位高商經濟學教師進行訪談，以評估教學之可行性，同時選取研究者任職學校之實驗班級為研究對象實施實際教學，在實驗過程中，研究者觀察學生上課的表現、對活動參與度及在教室內互動的情形，並記錄於研究者觀察省思記錄中，於實驗結束後學生填寫『學習感受問卷』及訪談學生，以瞭解多元智慧教學對學生影響及困難。 根據研究者自我觀察省思記錄、教師訪談結果及學生學習感受等三方面資料進行詳盡且完整的分析與討論，並以三角交叉驗證方式，經研究者歸納後，得出以下結論： 一、 以多元智慧為設計基礎，考慮學生不同的學習需求，設計出多樣化的經濟學教學活動，以提昇學生學習興趣，進而能將所學應用於日常生活之中。 二、 以多元智慧的教學方法進行教學，教學過程中對提高學生學習動機、增加自信心、增進師生互動、具有不同智慧的人體驗到成功經驗、了解自我智慧組成都是有幫助的。 三、 以多元化的教學方法來進行教學，教師更能尊重個別差異、提昇專業成長、改變教學方法及以新的取向評量。 四、 大部分學生對於融入多元智慧教學後學習感受為：喜歡這種上課方式、上課變得活潑有趣，充份利用上課時間、喜歡教師運用許多教具及遊戲教學、較符合同學需求、喜歡多元評量方式，但有部份學生指出在準備評量活動上較有壓力。 五、 可能面臨的問題有：課程設計會因課程內容及教師本身觸及的智慧有限而有不同程度的融入差異，在實施多元智慧教學時，在進度掌控上較不易。另外有些外在因素會影響教學成效。[[abstract]]The presented research is used the qualitative research method. According to the purpose of this research is mainly to discuss about the research that integrated Multiple Intelligences (MI) into the economics teaching design of the commercial and professional school. Base on the background and framework of the Multiple Intelligences theory that Gardner presented and the curriculum design, the teaching tactic and the application of the evaluation manner, we integrate the Multiple Intelligences into the economic curriculum and interview four economic teachers of the commercial and professional school to evaluate the teaching usability. In the meanwhile, we select a studied object that is an experimental class of researcher-serviced school to carry out practical teaching. In the experiment process, researcher observe students’ perform, the participation of activity and the interaction to record into the researcher-observation recorder. After experiment, students have to fill the「learning affected files」and be interviewed to understand the influence and difficulty about students learning for Multiple Intelligences teaching. According to the analysis and discussion about the researcher-observation recorder, the result of teacher interview and students’ learning affected, used triangulation theory to test and verify, it can have following conclusion: 1. Using Multiple Intelligences be a design basis, consider students’ different learning requirement and design various economics teaching to increase students’ interest and then to put into practice what them have been learned. 2. Using Multiple Intelligences teaching method is beneficial for increase students’ learning motive and students’ self-confident in the teaching process. It is also useful to make different wisdom people to taste successful experience and to understand the organization of self-wisdom. 3. Using Multiple Intelligences teaching method can make teacher even more to respect individual differences, increase the specialty growing up, improve teaching method and use new direction to appraise. 4. After integrate Multiple Intelligences teaching, most of the students’ learning reflection was like this learning manner, feel the class becoming lively, fully utilize the class time, like teachers use lots of teaching aids and utilize game to teaching, conform to students’ requirement and like variously evaluative manner. But some of the students indicate that them have some pressures during prepare for the evaluative activity. 5. There may have some problems to face: because the subject matter of the curriculum and the limited of teacher self-wisdom, curriculum design may has different level integrated difference. When carry out Multiple Intelligences to teach, it cannot easily to control achieved percentage of scheduled progress and even have some external factor will affect teaching results