以MI教MI：大學教師的多元智能教學研究

Teaching MI by MI: A University Teacher' Self-Narration of the Multiple Intelligences Instruction for Prospective Teachers

本文研究目的是身為一位大學教師的我，以自我研究方法，敘說自己過去十餘年來，在多元智能（Multiple Intelligences，MI）課程中「以MI教MI」的教學歷程與結果，從中省思MI課程之教學設計、教學過程、教學評鑑及教學成果。具體言之，我運用霍華德·加德納（Howard Gardner）的多元智能理論，設計一門兼具知能、情感與行動力的MI課程。我希望師資生了解多元智能的理論，學習MI課程之教學設計，並實際應用於大學或是小學的課室，達成師資生體悟及實踐「天生我才必有用」的MI教學目標。本文依序說明我在MI課程所產生的教學改變，探究MI課程設計的發展與多樣化教學設計。我在MI課程的教學設計，開始時由師資生分析自己的MI，並於課堂中協助他們表現優勢智能。教學過程中，我會設計各種教學活動，讓師資生參與學習，兼顧個別性與小組學習的形式，進行主題式的參訪活動、安排欣賞教學、完成單元教學設計、落實MI實作表現，以及推展實地教學等。這些教學成果展現了我對師資生實施MI教學，涵育他們賦有MI精神的課程與教學知能，以及提升其問題解決的能力。

"The purpose of this self-study is that as a university teacher, I describe narratively about my teaching process and results of 'Teach MI by MI' on the multiple intelligences (MI) curriculum over the past ten years. I reflect the teaching design, process, evaluation, and results of MI course. Specifically, I applied Howard Gardner's Multiple Intelligences Theory to design an MI curriculum with knowledge, emotion and action skills. I hoped that prospective teachers understood the theory of multiple intelligences, learned how to design lesson plans of MI, and actually applied them to the classrooms of universities or elementary schools. These are the goals of my MI curriculum. The MI curriculum is also to fulfill prospective teachers to realize and practice the MI teaching goal of 'Everybody is good for something.' This article explains the changes of MI curriculum design and diversified instructional design I have made. At the beginning of my instructional design for the MI course, prospective teachers started to analyze their own MI. I assisted them to show their superior intelligence in the classroom. In the teaching process, I designed various teaching activities to let them participate in learning individually or in groups, conduct their thematic visit activities, arrange the appreciation teaching, complete some lesson plans, implement their MI performance, and promote field teaching, etc. These teaching achievements demonstrate my implementation of MI teaching for prospective teachers, cultivating their MI-based curriculum and instruction knowledge, and improving their problem-solving abilities."