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研究生:江文吉
研究生(外文):Wen-Jye Jiang
論文名稱:屏東縣原住民學童多元智能與自我概念關係之研究
論文名稱(外文):A study of the relationship between multiple intelligence and self-concept on the elementary students of aborigines in Pingtung County
指導教授:鄭英耀鄭英耀引用關係
指導教授(外文):Y Cheng
學位類別:碩士
校院名稱:國立中山大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2001
畢業學年度:89
語文別:中文
論文頁數:150
中文關鍵詞:自尊自我概念多元智能魯凱原住民排灣
外文關鍵詞:self-conceptPAIWANself-esteemLUKAImultiple intelligenceaborigines
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論文摘要
論文名稱:屏東縣原住民學童多元智能與自我概念關係之研究
學校所別:國立中山大學教育研究所
摘 要 別:八十九學年度第二學期碩士論文摘要
研 究 生:江文吉
指導教授:鄭英耀博士
摘要內容:
本研究旨在探討屏東縣原住民學童之多元智能現況及其與自我概念的關係。研究方法採調查研究法,以屏東縣原住民與非原住民之689名國小高年級學童為研究對象,使用「多元智能評量表」、「自我概念量表」為研究工具,做實徵研究。調查所得之資料,分別採描述統計、單因子多變量變異數分析及典型相關等統計方法進行分析。
本研究獲致之主要發現如下:
一、在八項多元智能表現上,屏東縣原住民學童與非原住民學童之平均得分皆高於組中點分數。其中,空間智能得分最高,博物智能則平均得分最低。
二、原住民學童與非原住民學童在多元智能量表的得分,組間存有顯著差異。其中,原住民學童在音樂智能、人際智能和內省智能等三項明顯優於非原住民學童;但在邏輯-數學智能上,則明顯低於非原住民。
三、原住民中,排灣族學童與魯凱族學童在多元智能量表的得分差異不顯著。
四、原住民學童在多元智能量表的得分,性別間存有顯著差異。原住民女學童在語文智能、音樂智能、人際智能、內省智能、博物智能等項的得分明顯高於男學童。
五、不同地區之原住民學童在多元智能量表的得分,組間存有顯著差異。都會區的原住民學童,在數學-邏輯智能、語文智能、空間智能、音樂智能、人際智能、內省智能等項的得分明顯高於山地及鄉村的原住民學童,其他各項則組間差異不明顯。
六、原住民學童之人際智能、內省智能較高者,其自尊、個人勝任感亦較高;而博物智能較高的原住民學童,個人勝任感亦較佳。
最後,本研究根據上述研究結果,提出若干具體建議,供教育機關及教育人員作為擬訂原住民教育政策、設計國小原住民課程、輔導原住民學生及進一步研究之用。
Abstract
The purpose of this study was to explore the relationships between the multiple intelligence, its distribution among students, the performance of multiple intelligence, and self-concept of Pingtung County’s aborigine students. 689 subjects from fifth- and six-grade students of aborigines and non-aborigines elementary schools were surveyed through “multiple intelligence critical scale”, and “self-concept scale”. The data was ordered and analyzed through descriptive statistics, one-way MANOVA and canonical correlation one.
The findings of the study are:
1. On multiple intelligence, both aborigines and non-aborigines of Pingtung County gained similar higher scores, with equal performances on the eight intelligences. Spatial intelligence was generally superior, while naturalist intelligence inferior.
2. On the Multiple Intelligence Appraisal, there were significant differences between aborigines and non-aborigines. Meanwhile, they both had significant differences level in Multiple Intelligence Appraisal score including logical - mathematic intelligence, musical intelligence, interpersonal intelligence, and intra-personal intelligence with logical-mathematic intelligence of non-aborigines students superior to that of aborigine’s, and the other intelligences of aborigines superior to those of the non-aborigine’s.
3. Among aborigines, both PAIWAN and LUKAI races did not show any significant differences in the Multiple Intelligence Appraisal.
4. With reference to the difference sexes, the aborigines students have showed significant differences in the Multiple Intelligence Appraisal score. Female students were significantly superior to male students on certain kinds of intelligence such as linguistic intelligence, musical intelligence, interpersonal intelligence, intra-personal, and naturalist intelligence in the Multiple Intelligence Appraisal score.
5. Aborigines students who live in different areas also showed significant differences on the Multiple Intelligence Appraisal score. City aborigines were superior to those of mountain and country on logical - mathematic intelligence, linguistic intelligence spatial intelligence musical intelligence, interpersonal intelligence, and intra-personal intelligence in the Multiple Intelligence Appraisal score.
6. As to the relation of the Multiple Intelligence and self-concept of aborigines, the higher the interpersonal intelligence and intra-personal intelligence, the stronger of self-esteem and personal competence. And the higher of naturalist intelligence, the better personal competence.
Key Words:aborigines, PAIWAN, LUKAI, multiple intelligence, self-concept, self-esteem
目 次
第一章 緒論 頁次
第一節 研究動機---------------------- 1
第二節 研究目的---------------------- 9
第三節 研究問題---------------------- 9
第四節 名詞釋義---------------------- 10
第五節研究範圍與限制------------------- 11
第二章 文獻探討
第一節 原住民教育理論與現況---------------- 14
第二節 多元智能與自我概念----------------- 23
第三節 相關的實證研究------------------- 47
第三章 研究設計
第一節 研究假設---------------------- 58
第二節 研究架構---------------------- 59
第三節 研究方法和程序------------------- 59
第四節 研究樣本---------------------- 60
第五節 研究工具---------------------- 63
第六節 資料處理---------------------- 65
第四章 研究結果
第一節 屏東縣原住民學童多元智能表現之現況--------- 67
第二節 屏東縣原住民學童多元智能表現之差異比較------- 82
第三節 屏東縣原住民學童多元智能表現與自我概念之關係---- 88
第五章 討論、結論與建議
第一節 討論------------------------ 92
第二節 結論------------------------ 103
第三節 建議------------------------ 109
參考文獻
中文部分-------------------------- 114
英文部分-------------------------- 124
附錄 頁次
附錄一 本研究所有變項之相關矩陣-------------- 135
附錄二 多元智能評量表------------------- 136
附錄三 自我概念量表-------------------- 140
附錄四 同意書----------------------- 141
附錄五 授權書----------------------- 142
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