運用多元智能理論在中學戶外探究活動之行動研究

The Action Research of Applying Multiple Intelligence Theory to Field-Inquiry Activities of Junior High School Students

諸多相關研究及文獻顯示，融入多元智能理論的教學活動有助於學生學習動機與成就。結合戶外活動與科學探究的戶外探究活動，讓學習者得以在自然真實的情境中學習，也使得科學學習更活潑生動。本研究旨在探討運用多元智能理論的中學戶外探究活動教學之實施，包括：學生的多元智能增長與創造力傾向的變化情形、學生對活動適切性之感受，以及教師在課程實施的反思情形。 透過連續二次的戶外探究活動歷程之後，學生在多元智能潛能與創造力傾向得分表現均有顯著性成長。此外，從受測學生的戶外的科學學習環境施測結果與戶外探究活動之後所撰寫的心得報告之分析，發現本研究所安排的活動對受測學生而言難度適中，且具有積極引導學生學習意願的作用。據此顯示，運用多元智能理論的戶外探究活動的教學模式，確具其適切性。最後，本研究針對教學推廣提出建議。

A large amount of relevant research and literature indicates that incorporating multiple intelligence theory in teaching facilitates the motivation and learning achievements of students. Outdoor field-inquiry activities combined with scientific inquiry provides learners with the opportunity to study in real-life situations and also enlivens scientific learning. The objectives of this study are to discover if learners promote multiple intelligence and creative tendency, and to study the reactions of teachers and students after applying multiple intelligence theory in field-inquiry activities. Following the two field-inquiry activities, students displayed continuous growth in multiple intelligence talent and creativity inclination. According to the results of the exam and the analysis of learners' composition, the activities arranged for learners in the research were simple, and promoted active learning. As such, the application of multiple intelligences theory to field-inquiry activities is recommended. The study offers recommendations for teachers.