Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86541
Title: 基於多元智能學理之華裔兒童華語營隊教學設計
Instructional Design of Mandarin Camp for Chinese Heritage Children Based on Theory of Multiple Intelligences
Authors: 信世昌
Hsin, Shih-Chang
李郡庭
Lee,Chun-Ting
Keywords: 多元智能
教學設計
華裔兒童華語教學
營隊課程
Multiple intelligences
instructional design
Chinese Heritage children
Mandarin camp
Issue Date: 2012
Abstract: 迦納(Gardner)提出多元智能理論後,引發各界的關注。迦納(2006)認為一個概念的精熟必須反複接觸學習內容,學習者若能以各種方式來學習時,達到目標的可能性便會提高。因此,最好的方式就是盡可能地將主題中可運用的智能做一適當的發揮。第二語言或外語教學時,當學生利用自己最喜歡的智能投入活動中時,可以得到最佳的學習成效。如果使用各種智能,即使是練習活動,也可提高學習效果。 華語熱潮年齡向下延伸,目的語地區華語營隊紛紛成立,其中又以華裔兒童為大宗,其語言能力有別於一般外語學習者。因此,透過適性教學,兼顧寓教於樂,以智能作為教學的切入點,將華語教學與智能活動做適當的結合,成為本研究的重點。本研究以「發展研究法」為主軸,結合文獻分析與調查研究,再透過兒童及家長問卷分析與訪談,分別了解華裔兒童對各主題的喜好程度、家長對營隊的期待、營隊教師以多元智能運用於營隊語言教學的情況與需求;進一步分析現有教材中多元智能應用於華語教學的情形,以及課室影片觀察,歸納出適合的教學實施與設計原則,再根據原則設計營隊語言課程教學活動的範例。 經過文獻探討、需求分析與活動設計後,得到以下結論:以多元智能學理為基礎之營隊語言教學設計,可提升兒童的學習動機和學習成效。多元智能理論的靈活性,可達到以下效果:一、因應營隊學習者的個殊性,滿足學習者的智能需求,提高學習的參與度。二、智能的運用與轉換,讓學習者以不同的智能反覆操作,達到認知及語言學習、記憶之效,並於潛移默化下,喚醒學習者的智能。三、智能與主題的結合,可符合現今營隊的教學需求,同時將學習者的學習情感、語言與內容、生活經驗做一整合性的連結,符合年幼學習者需求,提升學習效果。
The concept of multiple intelligences received a lot of positive attention after it was introduced by Howard Gardner in 1983. Its main premise is that only continual practice can lead to a student’s mastery of the learning materials, and the more diverse approaches used by learners, the higher the probability they will achieve their goals. There are many Chinese heritage children attending mandarin camps held in Taiwan and mainland China every summer vacation. To some degree, Chinese heritage learners’ language ability is different from other foreign language learners. Therefore, combining appropriate yet fun teaching for this specific group, based on multiple intelligences, is the focus of this research. This study adopted the Development Analysis Research model to construct the instructional design. The combination of a literature review and a needs assessment using surveys and interviews determined the needs of teachers, learners and parents. Finally, appropriate teaching principles for camp activities were deduced by analyzing teaching materials and surveys. The result of this study shows that language activities based on multiple intelligences not only improves a learner’s attitude, but also promotes effective learning for children. Hands-on activities based on multiple intelligences bridges the learners’ cognition, memory, experiences and affection to fulfill their needs.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698800086%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86541
Other Identifiers: GN0698800086
Appears in Collections:學位論文

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