八大智能

根據美國教育研究所教授卡德納(Howard Gardner)的研究指出，人類至少有八種智能；但他們並非單獨存在，而是在很多時候，都是以群體方式運作。

例如：成為一個成功的小提琴家，並不單單依賴「音樂智能」就足夠了，同時還需要靠「身體運動智能」來發揮精密的技巧，並還需擅用「人際智能」來與觀眾溝通，甚至選擇好的經紀人。

不過，即使一個人可能在任何智能上都沒有特殊的天賦，但經由能力的組合或整合下，還是可以在某個角色上，有很突出的表現。

那麼，這八種智能到底是什麼？又代表著什麼樣的意義？擁有這些智能的人，會有什麼特徵表現嗎？從卡德納的研究中認為：

⊙語文智能：
指對於語言、文字的掌握能力。無論是演講、寫作或其他任何形式的與人溝通的能力都包含在內。這樣的人擅長用語言來說服他人、或用文字來記憶訊息資訊，也喜歡透過語言來教導與學習。

⊙邏輯數學能力：
指數學、邏輯與科學方面的能力。人類從嬰幼兒開始，便隨著認知能力的發展，由具體而抽象，建立起基本的概念。並開始運用數字、邏輯或是抽象符號來做運算、量化、推理、發問和解決問題。

⊙音樂智能：
指瞭解、創造、與運用音樂的能力。包括能欣賞、唱和、創作等等。幼兒期是培養孩子對音樂感受力最佳的時刻，他們容易從聲音中獲得安定，並從中了解和掌握人事物的內涵及運作方式，是了解自己與這個世界的途徑。

⊙身體運動智能：
指使用全身或身體的一部份，解決問題和製造作品的能力。以不同的觸覺經驗、演練操作，做為內在能力的積蓄，而後再傳達出來的重要方式。像舞蹈家、運動員、外科醫師、及手工藝家等，都是展現出高度發展的身體運動智能。

⊙空間智能：
指能針對所觀察的事物，在腦海形成一個模型或圖像，並加以運用。例如：航海時，腦中會浮現地圖，以掌握自己的方向。另外，下棋，也是空間智能充分發揮的明顯例子。

⊙人際智能：
指了解他人、與人合作的能力。他們喜歡人群，透過與人互動交流，認識外在的世界。領袖型人物很可能具有高度的人際智能，而要成為一個成功的推銷員或老師，也同樣會需要人際智能的發展。

⊙個人內在智能：
指一個人自知與自處的能力，能統整自我的內在的世界，尤其是情感與情緒的辨識和調整。一個具有良好個人內在智能的人，比較能掌握自己，並且對自己有積極的看法。

⊙觀察自然智能：
指能觀察、與辨別有關動物、植物、礦物等自然生態現象，並對人類活動，包括文化、行為、環境有整體分析的能力。而且不但會判斷某件物質的價值，也探索人與自然界的和諧關係。

出處： 《學前教育月刊》1997年4月號，p.24-27


Let's look at each of the eight intelligences, according to descriptions by Gardner (1999), Checkley (1997), and Armstrong (2000). At the same time, teaching strategies that promote learning in each intelligence will be discussed.

⊙ Linguistic intelligence
the use of language, is seen in the ability to read, write, or talk to others. This intelligence is highly valued in schools. A primary focus in the early years of elementary school is literacy development, which demonstrates linguistic intelligence. Storytelling is a teaching strategy that allows the caregiver or teacher to weave in concepts, details, or goals that are appropriate to the children. Storytelling has been used for centuries and in many cultures as a medium to share knowledge.

⊙ Logical-mathematical intelligence
refers to logic and mathematical ability. The ability to use numbers, understand patterns, and exhibit reason are the key characteristics of logical-mathematical intelligence. Certainly, mathematical learning is valued, as evidenced in school curriculum. Categorization, for instance, is a teaching strategy that is developmentally appropriate for young children and supports logical learning. Children as young as 3 and 4 years old enjoy sorting materials according to categories, some that they create and others created by those around them. A 4-year-old might sort items by color, then by size, and then according to use. Older children could also record their findings, creating charts and displays of their categorization findings.

⊙ Spatial intelligence
is the ability to create a visual image of a potential project or idea and then act on this visualization. Think of bridge engineers or interior decorators who must be able to "see" their ideas before creating them. Visualization is a powerful teaching strategy in spatial intelligence. A kindergarten teacher might ask a young child to close her eyes and see a gingerbread man running from the fox before she begins to draw a picture to represent the scene. Visualization can also be used to rehearse the steps or sequence of a task before starting the activity.

⊙ Bodily-kinesthetic intelligence
refers to the ability to use one's own body or parts of the body as a medium of expression or to solve a problem. A ballet dancer and an Olympic athlete are examples of people who have refined their bodily-kinesthetic skills or intelligence. The use of manipulatives in teaching math is an excellent example of the combination of bodily-kinesthetic intelligence with other intelligences. Many young children touch their fingers as they count, using their own teaching strategy for learning the sequence of numbers.

⊙ Musical intelligence
is the ability to perform musically or to produce written music. People who are highly skilled in musical intelligence think in music patterns or see and hear patterns and are able to manipulate these patterns. Do you remember singing your ABCs? This is an example of a teaching strategy that helped you learn the alphabet. Songs for counting, colors, names, and other familiar objects promote learning through musical intelligence.

⊙ Interpersonal intelligence
is the sensitivity one has toward others, along with the ability to work well with other people, understand others, and assume leadership roles. Sharing is a way for young children to learn from each other and use their interpersonal intelligence. All ages benefit from sharing and interacting—children can share with peers as well as with children older or younger than them. Depending on the age of the child, caregivers or teachers should adjust their amount of involvement in the directions and guidance of the sharing situation.

⊙ Intrapersonal intelligence
is the accurate understanding of one's self (who one is, what one wants, and a realistic sense of what one can do) and the ability to act according to this knowledge. Modeling true-felt emotions with young children provides an avenue for children to observe the range of emotions of others. Once a child reaches school age, curriculum is often presented in a neutral format, with little emotion shown by the teacher. Expressing joy, passion, disappointment, or other emotions sends a message that emotions are part of learning and are welcome in this setting.

⊙ Naturalist intelligence
is used to discriminate among living things, such as plants or animals, as well as an understanding of other features of the natural world, such as weather or geology. Farmers, botanists, and hunters are examples of roles where this intelligence is used. Spending time outside on a regular basis facilitates naturalistic intelligence. Touching, seeing, and smelling plants outdoors is far different from looking at pictures of the same plants. Asking questions about the differences and similarities between the plants is appropriate for children as young as age 3 or 4. Young children are very observant and can use their categorization or classification abilities with the abundance of natural materials outside their setting.

Armstrong (2000) outlines four key points in MI theory: (1) People possess all of these intelligences, (2) most people have the potential to develop further in each of the intelligences, (3) the intelligences work together, and (4) there are numerous ways intelligence can be interpreted within each category. Gardner's work with multiple intelligences led educators to a new way of looking at intelligence and learning.

By A. Driscoll|N.G. Nagel
Pearson Allyn Bacon Prentice Hall