| Summary: | 碩士 === 國立政治大學 === 教育學系 === 104 === This action research explored effective methods of English remedial teaching for rural junior high school students. A teaching model was built-up based on the application of multiple intelligences and progressive whole language approaches. This model was revised according to implementation effectiveness, students’ feedback, and instructor's self-reflection. Research participants included 12 Grade-8 rural junior high school students. One class meeting per week for a 12-week curriculum was conducted. Quantitative and qualitative analysis was employed to analyze data from students' self-evaluation, satisfaction checklists, learning sheets, portfolios, reflective notes, and messages on Facebook community, as well as from teacher’s interview with students, teaching records, and feedback information provided by peers. Research conclusions include:
1. The teaching strategies of the application of multiple intelligences and progressive whole language approach are effective when they are based on student-centered learning, superior ability among multiple intelligences, rich self-exploration, immersive language experience, collaborative learning, scaffolded learning, integrated curriculum, and alternative assessments.
2. The application of multiple intelligences and progressive whole language approach improves students' learning interests and self-confidence.
3. According to self-reflection of the instructor, habitual teaching should be changed and individualized teaching should be enforced. In addition, curriculum revision should focus on integration of "top-down" and "bottom-up" strategies, encouraging students to explore more potential intelligences and opportunities for impressive learning.
4. A "seven-i" English remedial teaching model, which emphasizes inspired, individualized, intersubjective, impressive, intuitive and incidental learning as well as self-identity, is built up after the action research.
Finally, other potential strategies for scaffolding, alternative assessments and independent learning were discussed. It was suggested that teachers utilize their special ability to apply the "seven-i" model for English remedial teaching. Future studies can employ longitudinal observation, focus on influence from policies and teachers’ role transformation, sketch the whole image of class learning, and revise the performing ways of students' intrapersonal intelligence.
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