| Summary: | 碩士 === 東吳大學 === 日本語文學系 === 94 === Abstract
The purpose of this study is to develop an education and evaluation method by using the theory of multiple intelligences in elementary level of Japanese education. This method intends to evoke student’s various intelligences and create a joyful and cheerful learning environment. From the evaluating result and student’s response, educator/researcher can change his or her education technique and adjust the education direction in order to match the satisfaction of student’s learning desire. This study contributes two results by actual experiment. The first contribution is author adopts the spirit of multiple intelligences and designs diversified curriculum. Therefore, this curriculum will suit student’s individual requisition and conduct student’s idea. The second contribution is to compare the difference between uniform education method and multiple intelligences method. The comparison result will help educator/researcher realize the progress of students’ Japanese ability and the change of the learning attitude.
In the first step of this research, author designs two curriculums on the elementary level of Japanese education. One of the curriculums is controlling group which adopts uniform education method. The other curriculum is experiment group which adopts multiple intelligences method. To compare the difference of these two curriculums, author implemented them on two organizations. The first organization is a technical senior high school which has 106 students (50 are in controlling group and 56 are in experiment group), and the second experimental group is a TFT-LCD (Thin Film Transistor-Liquid Crystal Display) manufacturing company which has around 30 students (15 of each group). These two curriculums are designed as two-month long. During these two months, author teaches Japanese following by the curriculums and collected the data from all students in the final, including Japanese learning attitude, Japanese language examination result, and so on. These data become valuable result to support the multiple intelligences method is appropriate and succeeded on elementary level of Japanese education.
Following is the quantitative and qualitative analyzing result on controlling and experiment group.
(a) Quantitative analysis: According to the result, the progress of experiment group is better than controlling group on four items, which are “Interested on writing homework”, “Aggressively participate all activities while in class”, “Feel interested on learning Japanese”, and “Feel proud and happy after learning Japanese”. However, on “Japanese ability examination”, there is no great difference on these 2 groups.
(b) Qualitative analysis: The interview and discussed result indicates that all students feel satisfied and cheerful with curriculum of the multiple intelligences method while in learning Japanese. Beside, they also response that this curriculum let them feel that learning Japanese is interested, un-pressured, and challengeable.
According to the overall experiment result, following is the suggestion.
(1) If there are too many students in the class, educator can divide students to small groups. Therefore, educator can proceed different curriculums of multiple intelligences method at the same time.
(2) Since student’s language intelligences will improve chronologically, educator shall not assume or retain any specified image on students during educating.
(3) Utilize actual environment on the curriculum, like taking students to Japanese restaurant and using Japanese to order dishes.
(4) Utilize multi-media instrument and techniques which can raise student’s learning intention.
(5) Self-evaluate by student himself/herself which can raise student’s learning motivation.
(6) To develop student’s creation and prevent homework copied each other, multiple intelligences’ homework can achieve these two tasks rather than uniform homework.
However, there are some difficulties during implementing these curriculums, addressed in the following.
(1) To reach the spirit of multiple intelligences and match the curriculum request, educator needs to spend a lot of time and effort on designing and preparing teaching instruments. Especially in the curriculum sections which educator is not familiar, the loading on time and effort will be more than double or triple.
(2) Although educator classified students to some small groups executing different multiple intelligences activities which can increase students’ learning intention, it will cause another problem which is educator will be unable to take care all groups at the same time.
To resolve these difficulties, author suggests that several Japanese educators/teachers can cluster a Japanese education team. Therefore, all the resources can be shared each other, all educators/teachers can help each other, and most of the difficulties can be resolved together. However, since several problems exist, like salary sharing, job distribution, and so on, this Japanese education team can find out a co-operationship expecting better efficiency in present status.
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