The implementation of the theory of multiple intelligences on character education：An action research study

• Main Authors: Yun-Chen Chang, 張芸甄
• Other Authors: Nay-Ching Nancy Tyan
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/92401331222789688726

碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 99 === This study aimed to discuss the development process of a character education instructional project which teaches fifth graders “respect” and “responsibility” through Multiple Intelligences (MI) channels. Students’ changes of cognition, affection, and practice aspects of “respect” and “responsibility” character were discussed. Also, the researcher’s reflection and growth of character education were documented. Using the action research approach, the researcher conducted twenty-two classes (40 minutes /class) to 29 fifth graders of an elementary school in northern Taiwan. The researcher was the homeroom teacher of these students. Data were collected and analyzed through the cognitive test, the affective scale, the practice checklist, as well as students’ feedbacks, students’ and teacher’s reflective journals, student interviews with, and classroom observation records. The major research findings were as follows. 1.The development process of this character education through MI instructional project was a dynamic one, which conformed to the spirit of action research. 2.After the instructional project, students’ cognition, affection, and practice of respect and responsibility were significantly improved. 3.The researcher gained professional growth on instructional design, teaching skills, teacher’s literacy, and learning environments, during the process of action research. Based on the above findings, recommendations to elementary school teachers interested in implementing character education in their classes were made as follows. 1.Be sure to understand students’ needs of character education and multiple intelligence profiles at the beginning of the project development stage. 2.In order to have more time for students to discuss more thoroughly, do not arrange too many activities and games in a class. 3.Teachers should collect information related to character education as much as possible so that they could give students rich and interesting lessons. 4.Get students involved when using picture books in class by asking them to convey the story. 5.Let students feel free to discuss and present themselves in class. Also students’ sharing personal feelings or asking questions are encouraged after class. In this way, a teacher may understand more about what students really think. 6.Connect the instructional project with classroom management pracitce. Contemplate on how students’ good behaviors can sustain outside the class or without the feedback system. Recommendations for the future research were the following. 1.Develop a character education through MI instructional project which accommodate individual students of different MI profiles. 2.Consider factors of family, school and society while conducting character education studies. 3.Extend the instructional time of a character education project. That way, the researcher may have more time to deepen teaching and to observe and evaluate students’ performance.