The Empirical Analysis Research of Children''s Multiple Intelligences Learning Result －Case Study of a Day Care

• Main Authors: Hui-Chun Ho, 何惠君
• Other Authors: Yi-Rung Lai
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/24646767351447027423

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 93 === The purpose of the research aims to analyze the result of children’s learning multiple intelligences in day care and, hopefully, the analysis provided by the research can be referenced in designing day care’s case curriculums. To achieve the goal, the research employs natural observation, individual interview, questionnaires and evaluations of files of processes. First, the learning guideline is set by the theory of Multiple Intelligence and the papers about the evaluation of Multiple Intelligence. Further, the items in the guideline are examined by some experts in terms of both face and content validity. Generally, there are eight aspects of intelligences—linguistic, logical-mathematic, spatial, musical, bodily-kinesthetic, intrapersonal, reflective, and naturalist, twenty core abilities and ninety-five indexes for observation. The participants are from a private school in Chiayi and can be classified as (1) Observed participants, including eleven boys and ten girls from the kindergarten class, ten boys and ten girls from the preschool class and eleven boys as well as ten girls from the nursery class. There are sixty-two students totally. (2) Interviewed participants, including eight teachers and six parents. A pre-test of the research was conducted in November and December in 2004. The learning outcomes of children were frequently recorded by observation and taping. Teachers, parents and children were interviewed in the last two weeks while conduction the research. The research data include (1) the observation of children’s learning outcomes, (2) the interview with teachers, parents and children, (3) the files of children’s learning, (4) the evaluation of teachers’ and parents’ observation. The outcome of the research shows (1) the establishment of the guideline for children’s learning multiple intelligences: eight aspects, twenty-seven core abilities and ninety observational indexes, (2) the learning outcomes for each class level: 30%-66.7% for the nursery class, 30%-100% for the preschool class and 72.2%-100% for the kindergarten class, (3) the learning outcome in each aspect: five aspects with stable growth including linguistic, logical-mathematic, musical, bodily kinesthetic and naturalist and three aspects without stable growth: spatial, reflective and intrapersonal.