다중지능 이론을 적용한 중학교 영어 수업의 연구

A Study of the Application of Mutiple Intelligences Theory for Middle School English Classes

  The Multiple Intelligences(MI) Theory posits at least eight different intelligences that human beings have in varying degrees. This study aims at designing an instructional mode based on MI theory and investigating the impact of implementing an MI-based instruction in the middle school English classroom. For this purpose, the classroom was restructured to create MI activity centers based on individual intelligences. The period of the experiment was four months. During the first four hours, the students" multiple intelligences were identified through an MI checklist and their performance in MI-based activities. One group chose the activity center they preferred to work with. The other group was assigned to the activity center that dominated them. The results were as follows: First, the MI-based instruction exerted a positive effect on students" interest, readiness, participants, and self-directed learning attitudes. Second, MI-based instructions had no effect on paper-and-pencil tests but exerted a positive effect on MI portfolio assessments based on MI theory. Third, the students who have high spatial, musical, interpersonal, or intrapersonal intelligence showed much progress in academic achievement through the MI-based instruction. Finally, the students who chose their activity corner showed more positive self-directed learning attitudes than the students assigned to their dominant intelligence-based activity center.