| dc.description.abstract (摘要) | This study focused on how MI theory was applied and what kind of curriculum design could be addressed in a senior high school English class:(a)to explore Mi-based application to the English language teaching;(b)to recognize the related intelligences students may involve in the process of language learning;(c)to map adjustable Mi-based teaching strategies and activities for the fUture references. Subjects were the third grade students of the experimental art class (7 females and 4 males) in Taipei County Ming Derh Senior High School. From September 2001 to February 2002, the researcher implemented the Mi-based instruction in her first-semester English classes, aiming to promote teaching effectiveness and students` learning competences in English. Data were collected from students` learning attitude scale survey, transcriptions of Teacher-Student Conference Interviews, and students` answers to an open-ended questionnaire, and the II students` scores on the GEPT. The analysis of the data revealed the following findings: 1.Students appeared to be more enthusiastic and constructive in motivation and learning attitudes, showing less passive tolerance of some negative consequence caused from pressure leading to studying to the test. 2.Students reahzed their own powerful intelligences help them develop individual`s potential competences in English learning and prepare for their fUture self-fulfillment through interaction of shared activities, group experience, or skillful project working. 3.Students recovered their self-esteem and self-identification through their intact and fully willing participation, from which they maintain positive recognition both from the teacher and the peers. 4.Students reshaped their independent learning ability and set a clearly defined goal for the future through awakening awareness from the meaningful or purposeful learning for understanding across the curriculum. 5.tudents matured into individuals adaptable to moderate self-expression in public, sharing friendly relations to a consensus in collaboration, and fueling the persistence and efforts necessary for mastering language skills. 6.tudents strengthened their problem-solving abilities through systematically being engaged in accomplishing one student project after another and also in the assigned group problem-solving tasks of the five Mi-based instruction units. Students learned how to make plans for and actually develop their self-designed projects; how to identify and extend varied helpful and effective resources; to foresee in advance and try to work cooperatively out some simulative problems set in cultural or real-life environments. 7.tudents made distinctive progress in the posttest of the General English Proficiency Test, mainly as a consequence of their changes in learning attitudes and of their identifying the true meaning of practical learning. 8.Students made good use of the personal portfolio collection as the required materials for qualification examining of the College Recommendation Entrance Examination. Besides, they regarded compiling portfolios as a task, which helped them perceive their English learning growth, and enhanced their creative awareness. According to the results of the study, the suggestions would be offered as 1.Although the multiple intelligences theory suggests an effective instructional framework, teacher should avoid practicing it as a rigid pedagogical mode. The teacher is supposed to adapt the teaching curriculum based on students` needs, and the instructional methods should be appropriate for the content, avoiding resulting in a heavy tight for students to assemble their portfolios. 2.In this Mi-based curriculum parents should give an active voice. They should be frequently invited to share their expertise with students and the teacher, to share their observations of their children`s developing skills, and to participate in professional development activities. Besides, it is best for students to invite their parents to attend presentations of students project works, or even to be involved in redesigning assessment reports on their children. The teacher can inform parents of student activities and achievements through phone calls, visits, sending newsletters, extra interviews, etc. 3.The researcher found much overlap in data source collecting, such as the student progress report composed of open-ended questions and another open-ended questionnaire, both of which were intended to help students recognize how they develop their learning experience. It seemed that students made repeated statements about the same learning content of every unit. The research instruments could have been lessened and the research design could also have been simplified to make the curriculum delivering much more efficient and effective in the short period of instruction. 4.It is difficult for a teacher who embraces multiple intelligences to teach all content through all eight intelligence modes. And this is not to say that a teacher should consistently avoid certain intelligence because it is out of his/her comfort zone. Instead, teachers should team up with colleagues so that they can increase both their own and their students` educational options. Like the successful assistant presence of Geo-Science teacher and some other art teachers in this study, interdiscipimary curriculums or team teaching can be an effective way for teachers to plan and teach in team based on their intelligence strengths. Thinking in interdisciplinary terms, senior high school teachers can just as easily adopt the theory, because senior high schools typically offer liberal arts programs, most of which already feature a comprehensive multiple intelligences curriculum. Student can quickly get acquainted and thus identify their fbture experts through their specific intelligences in this way of interdisciplinary curriculum. 5.This study was basically a summative evaluation on the application of the MI theory in senior high English class. It focused on students` finished project works and reflections on the process of engagement; that is, the curriculum design puts an emphasis on both process and product. On the contrary, in this study a formative evaluation on students` progress of English proficiency was considered insufficient and less evident in research instrument administration and statistic data collection. It is hoped that future researchers will prolong the administration period and enlarge the number of the study subjects, providing more persuasive empirical evidence to the recommendation of such an instruction. | en_US |
| dc.description.tableofcontents | Acknowledgements-----iii Chinese Abstract-----ix English Abstract-----xii Chapter 1. Introduction-----1 1.1 Motivation-----1 1.2 Purpose of the Study-----3 1.3 Research Questions-----4 1.4 Significance of the Study-----4 2. Literature Review-----6 2.1 Introduction-----6 2.2 The Multiple Intelligences Theory-----7 2.2.1 Background of the theory-----7 2.2.2 Views of Gardner`s MI theory-----8 2.2.3 Researches or teaching practice of MI theory in English Teaching-----11 2.3 Authentic Assessment: An Mi-based Model-----12 3. Research Methodology-----16 3.1 Research Design-----16 3.2 Subjects-----18 3.3 Procedures-----19 3.4 Instrumentation-----21 3.5 Mi-based Curriculum Design-----27 3.6 Data Collection and Analysis-----33 4. Results And Discussion-----36 4.1 Learning Attitude Scale-----36 4.2 Transcriptions of Teacher-Student Conference-----45 4.3 StudentProgressReport-----58 4.4 Open-ended Questionnaire Survey-----59 4.5 Statistic Analysis of the GEPT Scores-----72 5. Conclusions And Suggestions-----76 5.1 Conclusion-----76 5.1.1 Findings on students-----76 5.1.2 Benefits and problems of using student`s portfolio-----78 5.1.3 Summary of the teacher`s roles-----79 5.1.4 Pedagogical implications-----80 5.2 Suggestions for the Further Research-----82 References-----85 Appendix A.Authorization-----91 B.Teaching Plan for Mi-based Instruction Unit B1.The 921Earthquake-----92 B2.Robert Frost And His Poems-----96 C.Multiple Intelligences Unit Checklist-----100 D.Problem-solving Task for MI Unit D1.Evacuation-----102 D2.To Move Or Not to Move-----105 D3.American Family Life-----108 D4.Space Aliens, Unite!-----111 D5.Help! I`m Just a Foreign Student!-----113 E.Teacher-Student Conference Transcriptions E1.StudentNo.lO and No.11-----118 E2.Student No.2, No.6, No.8 and No.9-----125 E3.Student No.7-----136 E4.StudentNo.4 and No.5-----143 E5.StudentNo.1 and No.3-----148 F.Pre Project Learning Contract-----155 G.Project Timeline-----156 H.Project Quality H1.Presentation Evaluation-----157 H2.Peer Evaluation(1)-----158 H3.Peer Evaluation(2)-----159 I.Student Progress Report-----160 J.Student Multiple Intelligences Profile-----167 K.MI Students-Generated Inventory-----168 L.Open-Ended Questionnaire-----174 Table 2-1 Gardner`s Eight hitelligences-----10 Table 4-1-1 The Frequency Distribution of the Total Raw Scores (Learning Attitude Scale)-----37 Table 4-1-2 Paired Samples Statistic (Total Raw Score)-----38 Table 4-1-3 Paired Samples Test (Total Raw Score)-----38 Table 4-1-4 Paired Samples Statistic (Learning Method)-----39 Table 4-1-5 Paired Samples Test (Learning Method)-----39 Table 4-1-6 Paired Samples Statistic (Learning Plan)-----39 Table 4-1-7 Paired Samples Test (Learning Plan)-----39 Table 4-1-8 Paired Samples Statistic (Learning Habit)-----40 Table 4-1-9 Paired Samples Test (Learning Habit)-----40 Table 4-1-10 Paired Samples Statistic (Learning Environment)-----41 Table 4-1-11 Paired Samples Test (Learning Environment)-----41 Table 4-1-12 Paired Samples Statistic (Learning Desire)-----41 Table 4-1-13 Paired Samples Test (Learning Desire)-----42 Table 4-1-14 Paired Samples Statistic (Learning Process)-----42 Table 4-1-15 Paired Samples Test (Learning Process)-----42 Table 4-1-16 Paired Samples Statistic (Prepare for Examination)-----43 Table 4-1-17 Paired Samples Test (Prepare for Examination)-----43 Table 4-1-18 Paired Samples Statistic (Techniques for Examination)-----44 Table 4-1-19 Paired Samples Test (Techniques for Examination)-----44 Table 4-1-20 Summary of the P-value Results (Learning Attitude Scale)-----44 Table 4-2-1 Summary of Employment of Multiple Intelligences in 4.2.2-----57 Table 4-3-1 Summary of Intelligences Development (Students who chose to amplify their advantageous intelligences)-----58 Table 4-3-2 Summary of Intelligences Development (Students who chose to strengthen intelligences they previously lacked)-----59 Table 4-5-1 The Frequency Distribution of the Total Raw Scores (GEPT)-----72 Table 4-5-2 Paired Samples Statistic (Total Raw Score)-----73 Table 4-5-3 Paired Samples Test (Total Raw Score)-----74 Table 4-5-4 Paired Samples Statistic (Listening Test)-----74 Table 4-5-5 Paired Samples Test (Listening Test)-----74 Table 4-5-6 Paired Samples Statistic (Reading Test)-----75 Table 4-5-7 Paired Samples Test (Reading Test)-----75 Figure 3-1 The Research Structure-----17 Figure 4-1-1 The Frequency Distribution of the Total Raw Scores (Learning Attitude Scale)-----37 Figure 4-5-1 The Frequency Distribution of the Total Raw Scores (GEPT)-----73 | zh_TW |
