多元智慧教學與歷程檔案評量對國中生英語學業表現、學習動機、學習策略與班級氣氛的影響
摘要
The Effect of Multiple-Intelligence-Based Teaching and Portfolio The purposes of this study were: (a) to find practical multiple-intelligence-based teaching and portfolio assessments for English classes of junior high schools: (b) to compare the difference in English learning achievement, English learning motivation. English learning strategies, and classroom climate between multiple and traditional teaching modes: (c) to analyze the difficulty in teaching process and provide possible solutions; and (d) to display students' learning process through portfolio assessment. Seventy 1st grade students (2 classes) were selected from Kuan-Rung Junior high School in Taichung county. One class was the experimental group. and the other was the control group. The participants were administered the English Learning Motivation Inventor. English Learning Strategy Inventory, and Classroom Climate Inventory. The results were as follows: (a) in English learning achievement, multiple-intelligence-based mode was significantly better than traditional teaching mode (b) in English learning motivation multiple-intelligence based mode vas significantly better than traditional teaching mode, (c) there was no difference in English learning strategies between multiple-intelligence-based and traditional teaching modes and (d) c1assrooin climate multiple-intelligence-based mode was significantly better than traditional teaching mode. Additionally, the results provide some suggestions for multiple teaching and illustrate the effects of portfolio assessment