多元智能英語教學：國二資源班特殊需求學生的個案研究

Abstract

本文主旨在探討如何將多元智能理論應用於國中二年級資源班特殊需求學生的英語課程，以改善其英語學習能力。此外，教學過程中遭遇的困難及可能的解決方式亦是探討重點。 本研究對象為八位國二資源班的學生。第一學期時研究者進行教室觀察以了解該班英語教學情況及學生的特殊需求，第二學期起配合該班英語教學進度，研究者每週五實施一堂多元智能英語教學。研究期間收集教室觀察記錄、師生多元智能分佈調查表、教師訪談、英語學習自我評量及教學回饋問卷、學習動機及班級氣氛問卷、多元智能教學省思日誌，作為資料分析之參考依據。 本研究的主要發現如下： 1. 該班原英語教師八大智能分佈平均，研究者智能偏向音樂智能，而學生智能偏向空間智能、肢體動覺智能及自然觀察者智能。 2. 該班原英語教師教學模式偏向運用語文智能、數學邏輯智能及內省智能。研究者發現第二學期實施多元智能英語教學後，似乎對學生的英語學習有正面影響，可提昇學習動機。 3. 資源班英語教學偏重於特殊需求學生缺陷的補救。研究者受多元智能理論影響，對學生的信念及期望較為積極正面，在教學上則強調發掘學生智能的長處。 4. 因資源班學生的特殊需求及學校行政上的限制，在實施多元智能英語教學時，教師可能在教室常規管理、教學評量方式、教學人力支援等方面遭遇程度不等的困難。 根據本研究結果，茲提供下列六點建議作為資源教師及英語教師教學時之參考： 1. 多元智能英語教學模式與其他英語教學法並無極大的差異，主要在於依據特殊需求學生的多元智能提供多元化的教學活動，教學成功的關鍵在於教師的熱忱、彈性及創意。 2. 英語教師應加強自身運用科技產品及網際網路的能力，善用市面上優良的英語學習套裝軟體及其他電腦輔助英語教學方法，以提供多媒體的教學活動滿足英語低成就學生的特殊需求。 3. 多元智能英語教學活動應以特殊需求學生的強勢智能為切入點，提供學生機會運用其長處。 4. 教師應提供特殊需求學生其他不同的管道學習英語，例如善用教室牆壁及佈告欄，營造充滿英語的學習環境。 5. 為協助特殊需求學生順利回歸主流教育，特殊教育教師與英語教師應建立跨科合作諮詢的機制，結合雙邊的專業知能。 6. 為彌補不同教師多元智能上的盲點，教師應進行科際整合，實施協同教學，亦可延請學有專長的家長或社區人士提供教學上的協助。

The purpose of this study is to explore how the theory of multiple intelligences can be adapted to an eighth-grade EFL resource room to facilitate teaching and learning. Besides, the study also aims to investigate what pragmatic difficulties may be encountered and how they can be solved. The subjects were eight eight-graders with mild disabilities in a resource room. In the first semester the researcher observed how the EFL teacher, Ms. Hsieh, conducted her instruction and assessment in the resource room. The students’ performance and special needs were also the focus of observation. In the second semester the researcher conducted a session of MI-based EFL instruction every Friday morning. Data were collected from classroom observation, questionnaires, interviews, and reflective journals on MI-based EFL instruction. Based on the results of the study, the findings are presented as follows: 1. Ms. Hsieh’s intellectual preferences were evenly distributed among the eight intelligences. The researcher was moderately strong in musical intelligence. Most of the special-needs students gravitated towards spatial intelligence, bodily-kinesthetic intelligence, and naturalist intelligence. 2. Ms. Hsieh was preoccupied with some of the intelligence-specific activities, predominantly those that involved linguistic, logical-mathematical, and intrapersonal intelligences. After conducting MI-based EFL instruction in the second semester, the researcher found that it seemed to improve the students’ learning motivation. 3. The EFL instruction in the resource room was operating under a deficit paradigm. MI theory positively informed the researcher’s beliefs about student intelligence and classroom instruction, and enabled him to work with the special-needs students under a growth paradigm. 4. Because of the special needs of the students and the requirements from school administration, resource teachers might have some more problems with class management, assessment, and support from colleagues and administrators. Based on the results of the study, six pedagogical implications are offered for resource teachers and EFL teachers to act on: 1. The challenge of MI-based EFL instruction in the resource room is to enhance traditional teaching practices, where appropriate, with activities that tap special-needs students’ intellectual strengths. The key lies in the enthusiasm, instructional flexibility and creativity on the part of the teachers. 2. Multimedia presentation of linguistic content is more likely to bring about effective multi-sensory learning and cater to special-needs students’ preference for visual/spatial stimulation, bodily-kinesthetic activity, and self-paced learning. To make the best use of software packages, the Internet, and available technology, EFL teachers should strive to improve their computer literacy. 3. The entry points into learning an aspect of English should start with EFL learners’ stronger intelligences, providing them with different points of entry that draw on their intellectual strengths and preferences. 4. To make allowances for students’ special needs, EFL teachers should take advantage of peripheral learning and create some unorthodox channels for them to learn at their own pace and increase their motivation. 5. Special education teachers and EFL teachers should collaborate to establish an interdisciplinary channel through which they can share their expertise and consult each other about students’ progress and the latest updates on innovative developments in pedagogical theories and classroom practices. 6. To improve their instructional effective, EFL teachers should team up with their colleagues to share knowledge and information. A community network can be built up to take advantage of the huge pool of expertise of parents and community experts within the school district.