幼兒教師多元智能教育信念與實務之研究

A Study of Preschool Teachers' Educational Beliefs and Practices about Multiple Intelligences

本研究旨在探討幼兒教師的多元智能教育信念及實務的概況、不同背景的差異，以及兩者之間的相關性。研究者以台南地區341位幼兒園教師為研究樣本。使用自編「幼兒教師多元智能教育信念及實務量表」蒐集實證資料。結果發現：（1）幼兒教師多元智能教育信念的三個構面達高程度。其中最具有智能公平評量信念、其次是多元方式教學信念。（2）幼兒教師多元智能教育實務的三個構面達中高程度。其中最常做到的是智能公平評量實務、其次是多元方式教學實務。（3）幼兒教師的學歷及參加多元智能研習經驗是影響其多元智能教育信念的重要變項；而參加多元智能研習經驗及使用多元智能教材為影響其多元智能教育實務的重要變項。（4）幼兒教師的多元智能教育信念與其實務存在明顯的落差，又多元智能教育信念對其實務影響力達38%，可見尚有其它因素會造成兩者之落差。根據研究結果，本研究提出幾點建議，供幼教實務及未來研究作參考。

The purpose of the study was to explore the relationship between preschool teachers’ educational beliefs and practices about Multiple Intelligences（MI）. The participants were 341 preschool teachers in Tainan area. The Scale of MI Educational Beliefs and Practices was designed by the researcher to use in this study. The study findings were as follows:(a) the preschool teachers’ MI educational beliefs were high level， and the highest level was the intelligence-fair assessment belief;(b)the preschool teachers’ MI educational practices were middle-high level， and the highest level was the intelligence-fair assessment practice; (c)preschool teachers’ educational degree and MI conference experience were important variables influencing MI educational beliefs. However， preschool teachers’ MI conference experience and MI teaching material were major variables affecting MI educational practices; (d) there were significant differences between the preschool teachers’ MI educational beliefs and practices. Also， the influence degree that MI educational beliefs could explain practices was up to 38%. Therefore， there are other factors affecting the differences. According to the findings， suggestions for practices and further researches were included in this study.