文章基本信息

标题：Same Theory, Different Day: Inquiry into Preschool Children's Multiple Intelligence and Aesthetics Ability-
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作者：Chou Mei-Ju ; Chou Mei-Ju ; Huang Pin-Chen 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2014
卷号：143
页码：534-541
DOI：10.1016/j.sbspro.2014.07.432
语种：English
出版社：Elsevier
摘要：AbstractThere has been a growing awareness of the children's aesthetics cultivation proposed by Education Bureau in its preschool curriculum guideline program and its twelve-year public education program. With the prevalence on preschool Multiple Intelligence Instruction and with children's developmentally appropriate practice, preschool children's capability in solving problems, aesthetic awareness, exploration, expression, sensibility, creation, appreciation, and responding are highly valued as they are served as the appropriate ways of guiding children asking, knowing and doing. However, with the little research looked into the young children's capacity of aesthetic ability within the Multiple Intelligence Instruction, this study fills the gap to investigate the young children's aesthetics ability cultivation, including exploration and awareness, show and creation, responding and appreciation, from Howard Gardner's Theory of Multiple Intelligences. With on-site questionnaire distribution and collection, the early childhood educators in the Preschool in Kaohsiung City are selected as the research purposive sampling subjects. Total 206 valid copies, out of 250, are retrieved. With SPSS, Factor Analysis, Regression Analysis, and Hierarchical Regression Analysis are utilized for data analyses. The outcomes are concluded that 1. the positive effects of Multiple Intelligence Instruction on children's Aesthetic Ability Cultivation are partially agreed, 2. the remarkably positive effects of Aesthetic Ability Cultivation on Learning Efficiency are agreed, 3. the positive effects of Multiple Intelligence Instruction on Learning Efficiency are partially agreed, and 4. Children's Aesthetic Ability Cultivation appears moderating effects on the relations between Multiple Intelligence Instruction and Learning Efficiency. Furthermore, preschool educators’ leading children's hands-on experience transition into concrete aesthetic sensibility is extremely valued in preschool. At the end, this study tends to provide some suggestions and reference for preschools in implementing Multiple Intelligence Instruction into preschool's young children's aesthetics capability cultivation program.
关键词：Multiple Intelligence Instruction;Aesthetics Ability Cultivation;Learning Efficiency;Preschool Children;Early Childhood Education