| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 102 === The purpose of this study was to explore the possibility of integrating Multiple Intelligences (MI) into the geography teaching for the seventh-grade students in the special couseling class, to understand students’ perceptions of the integration, and to investigate the influence of the integration on students’ learning motivation and achievement. Utilizing the action research, 78seventh-grade students of the Thong Le Chinese Independent High School in Malaysia participated in the study. Data were collected by the survey questionnaire, interview, observation, and researcher’s fieldnote. The findings of the research were summarized as following, first, it was suitable to integrate Multiple Intelligences into the geography teaching, and it can enhance students’ learning motivation, learning achievement and teacher-student interaction. It was also useful to make students to feel successful experience and to understand the self-wisdom. Second, implementing Multiple Intelligences into the geography teaching can make teacher to respect for individual differences, enhance teachers’ professional growing up, improve teaching method innovation, creative teaching and improve teaching concept and strategies. Third, after integrate Multiple Intelligences into geography teaching, students liked group learning, felt the class becoming interesting, enjoyed the game teaching the teacher used, and experienced the success through multiple assessment. Fourth, the problems facing were the various instructional design due to the curriculum and teacher’s limitation of own intelligences, the difficulty to control the scheduled progress of courses. Final, after integrate Multiple Intelligences into geography teaching, students scored significantly higher in interests in work, learning motivation, and learning achievement. According to the findings and conclusions of this study, suggestions for future research and application were provided.
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