本研究旨在探討多智慧理論之教學實踐，認為學習的關鍵原則是教師每天都能啟發孩子所擁有的多元智慧，給予明朗化經驗，落實以學生為中心的學習方式，帶動所有學生學習的興趣與熱忱。採教師主導或學生分組學習，嘗試結合理論與實際，塑造一現行國中英語科進行多元智慧教學的可行模式，以促使語言教育生活化，學習適性化。
本研究除作多元智慧的理論探討，行動研究與反省日誌的資料分析外，教學前作父母觀察與學生自我多元智慧的交叉評估，教學中作觀察記錄與實作評量，教學後作學習效能記錄比較，以瞭解傳統英語科學習教室和多元智慧教學設計教室的差異。綜合理論分析與行動研究的結果，得到以下的發現：
一、 單元設計融合主題式學習，可啟動學生的內在學習動機，產生最適經驗，配合多元評量，可建構學習知識的統整性與關連性。
二、 單元設計融合情境式學習，可串連單元課程內容的句型結構與情境脈絡以帶動學習效果，且可培養自我解決問題的能力。
三、 對學生要能容許錯誤與等待，把小錯化為回饋過程，經過反省與修正，成效會更佳。
四、 不論教師主導與學生選擇之多元智慧教學，教師策略的運用與引導態度是最重要的，好奇與有趣是帶動學習的主要力量。
五、 運用多元智慧教學，使得學業成績與學校各項競賽，均能發揮不同智慧的潛能，表現優異。
六、 多元評量可激勵學生的學習潛能與成就動機，間接引領了資料搜尋的學習行動。
根據研究結果與發現，對現行國中多元智慧教學實踐，提出以下建議：
一、 理念是一種內隱的，看不見的東西　教師只應用其教學技巧，而忽略其教學理念，則產生迷思與偏差，形成理念與教學實踐技巧的混淆。
二、 重視教師專業品質的提昇，以破解統一課程進度及看重考試成績的迷思。
三、 在學校教育的歷程中，教師不可用同等的標準衡量所有的學生。
四、 重視行動研究的日誌反省與自我內在對話與反省，成立教師的成長團體，讓學校成為一學習性組織。

An educational action research of Multiple Intelligence teaching practice
Abstract
Sweet Feng
The fundamental reason for the study was to examine the implementation process of Howard Gardner's Theory of Multiple Intelligence in a junior high school in Taipei. The main aims of the study are to improve the quality of teaching, teaching effectiveness and performance assessment. The data presented provides a framework for implementation.
The standard of English education could be raised by using action research focused on the school/teacher basis. Teachers on the campus could develop themselves to better their teaching. The objective of MI teaching is to develop the students' dominant intelligences and then reconstruct their own thinking styles. It is more important to crystallize the students' experiences and inspire their brain strength. MI assessment tools provied varying profiles of students' strengths and weaknesses.
The analysis of the data revealed the following main findings:
1. Theme-Based Interdisciplinary learning may cause intrinsic motivation and bring out optimal experiences, and meanwhile, alse causing integratiion of knowledge.
2. Situated learning may combine the contents and situated context, in order to bring about accomplishment and problem-solving.
3. Giving students time to think about allows students to reflect, to correct mistakes by themselves and work more efficiently.
4. Teachers' strategic skills and guide methods are extremely important. Both curiosity and interest are the key motivations of learning.
5. MI teaching makes students more competitive.
6. Authentic assessment cultivates the ability to research information, develop potential and achieve ambition.
According to the results, suggestions about the Multiple Intelligence Teaching Practice would be offered as follows:
1. Teachers not only appreciate skills of teaching, but emphasize the theory of education.
2. Teachers change the regular schedule of curricula and evaluation systems for raising quality.
3. Teachers can't use the same methods to guage the intelligence of individual students.
4. Action research is essential for teachers and learning organization is necessary in schooling.

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