國小資優學生思考風格與多元智能之關係研究

Autor: 王玉琪
Rok vydání: 2012
Druh dokumentu: 學位論文 ; thesis
Popis: 100
The purpose of the research is to discuss the situation of elementary school gifted students’ thinking style, multiple-intelligence and the difference between both of them. The subjects of this study were made up of 328 students who were the third to sixth grade gifted students in the elementary schools of Taipei and New Taipei City. The employed instruments included the “Thinking Styles Inventory for Children” and “Chinese Version of Multiple Intelligence Developmental Assessment Scales Form-B.” In the study, the collected data were analyzed through descriptive statistics, Independent-Sample t–test, One-Way ANOVA analysis, Pearson’s product moment correlation and Multiple Regression Analysis. The results and findings of the study were as follows: 1. The situation of gifted students’ thinking styles The styles include “Legislative”, “Hierarchic”, “Local ”, “External”, and “Liberal”. 2. The situation of gifted students’ multiple-intelligence The majority of the students belong to logical mathematical intelligence. The interpersonal intelligence and the synthetic intelligence is the second part of it. 3. The thinking style between girls and boys of gifted students There is statistically significant difference of the global style in gifted students. As for the different grades, students differ in executive, monarchic, and conservative obviously, and as for the different birth order, students differ in oligarchic obviously. Moreover, there is no statistically significant difference in socio-economic status. 4. In gender, gifted girl students perform stronger than boy students of elementary schools in linguistic, spatial, musical and interpersonal intelligence. When it mentions to the grades, different gifted students perform obviously different in linguistic, logical/ mathematical, and intrapersonal intelligence. There were no statistically significant differences in the order of birth and socio-economic status. 5. From the point of view of thinking styles, analyze the relationships between multiple-intelligence: (1) In function: the result of legislative style and intrapersonal, linguistic intelligence achieves to mid-correlated. (2) In form: The monarchic style are mid-correlated with intrapersonal intelligence. The level style also can achieve to the mid-correlated with intrapersonal, existential and linguistic intelligence. (3) In level: As for the local style, it can be up to the mid-correlated with the intrapersonal, existential, spatial and bodily-kinesthetic intelligence. (4) In scope: The external style goes to mid-correlated with interpersonal intelligence. (5) In leaning: The liberal style is up to the mid-correlated level with the intrapersonal, linguistic, existential, interpersonal, naturalistic, bodily-kinesthetic, and logical/mathematical intelligence. 6. From the point of view of multiple-intelligence, analyze the relationships between thinking styles In the result of the study, the linguistic intelligence is up to the mid-correlated level with the legislative, hierarchical, and liberal styles. The logical/ mathematical intelligence goes to the mid-correlated level with the liberal style. The musical intelligence is positive correlated with the thinking styles. Also, the bodily-kinesthetic intelligence is mid-correlated with the local and liberal styles. The intrapersonal intelligence is up to the mid-correlated level with the legislative, monarchic, hierarchical, oligarchic, local and liberal styles. The naturalistic intelligence is mid-correlated with the liberal style. The existential intelligence achieves the mid-correlated level with the hierarchical, local and liberal styles. 7. We can predict the gifted students’ multiple-intelligence through the liberal and local types of thinking styles. The preference of thinking style can be predicted by the intrapersonal, linguistic, musical, existential and spatial intelligence. According to the statistics, on the one hand, thinking styles and multiple- intelligence differ from gender and students’ grades. On the other hand, there is no difference between the order of birth and family social economical status. Besides understanding learners’ potentiality before they take the examination, the teachers and the curriculum designers should reconsider the difference between gender and grades to arrange suitable learning content. In addition, we can understand gifted students prefer the content which is more challenging. Also part of students like specific tasks and situation for them. Therefore, designing challenging learning activities for students is the main mission of teachers. Keywords: gifted students, thinking style, multiple-intelligence.
Databáze: Networked Digital Library of Theses & Dissertations
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