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|Other Titles: ||Applying the theory of multiple intelligences to an action research project : art education for early elementary students|
|Authors: ||陳雨柔;Chen, Yu-Rou|
|Keywords: ||多元智慧;繪畫教學;行動研究;Multiple intelligences;Painting Instruction;Action Research|
|Issue Date: ||2015-05-01 13:43:02 (UTC+8)|
The study is aimed at exploring the theory of multiple intelligences in painting instruction for early elementary students; and according to the Lazear ''s four- stages teaching model: awaken, amplify, teach, transfer, planning the teaching activities. The researcher engaged in the process of teaching painting, noted the difficulties faced, proposes solutions, continues in the teaching process of reflection and correction, and then explores the learning effectiveness. Finally, through this action research, the researcher has learned from the researcher, allowing deeper reflection and growth. The findings of this study are:
1. Lazear''s four-stage teaching model can enhance teacher-student interaction, contribute to a better understanding the students’ needs, and deepen students'' understanding.
2. Even when using Lazear''s four-stage teaching model, the teaching methods and processes must constantly be adjusted and changed in order to allow students to maintain interest in learning.
3. When designing teaching programs for painting, integrating the theory of multiple intelligences with Lazear ''s four-stage teaching model can improve student motivation, and help students learn to observe and perceived featured themes.
4. Integrating the theory of multiple intelligences with Lazear ''s four-stage teaching model enhances the students'' motivation, promotes student learning, and enhances the quality of instruction.
5. Applying the theory of multiple intelligences to teaching painting allows students to observe their own learning process. In this way students gain a more complete perception of the content expressed in painting, which enhances their creativity.
6. Action research can help teachers grow, leading to better painting instruction and problem solving.
|Appears in Collections:||[課程與教學研究所] 學位論文|
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