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Title:	The Development of ";the Inventory of Preschoolers` Multiple Intelligences" 幼兒多元智慧量表之發展
Authors:	葉玉珠彭月茵葉玉環
Contributors:	師培中心
Keywords:	multiple intelligences ; preschool children ; reliability ; validity 多元智能 ; 幼兒 ; 信度 ; 效度
Date:	2009-12
Issue Date:	2018-08-23 14:08:44 (UTC+8)
Abstract:	The purposes of this study were (a) to develop The Inventory of Preschoolers` Multiple Intelligences (IP-MI); and (b) to investigate preschool children`s gender and age differences on multiple intelligences. The participants in this study were 370 preschool children and the research group included educational experts and experienced preschool teachers. The instruments employed here included the IP-MI and the Preschoolers` Creativity Test. The IP-MI was composed of 8 scales: Linguistic, logical-mathematical, spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The results in this study suggest that the IP-MI has good construct validity, criterion-related validity, and internal-consistency reliability. Moreover, this study found that, except on the naturalist intelligence, the girls outperformed the boys on all intelligences. This study also found that as the children gradually grew up, their performance of multiple intelligences became better. In addition, the children`s performance of multiple intelligences and their scores of novelty were significantly correlated. To sum up, the IP-MI developed in this study matches the developmental trend of our children in Taiwan and it is an inventory with good reliability and validity. 本研究旨在（一）發展編製「幼兒多元智能量表」(IP-MIZ)；（二）考驗幼兒在多元智能表現上的性別和年齡差異。本研究結合學者專家與具有豐富實務經驗的幼教老師進行量表的發展，並以370名幼兒爲樣本考驗其信度與效度。研究中所使用的主要工具爲IP-MI及「幼兒創造力測驗」。IP-MI包含語言、邏輯數學、空間、肢體動覺、音樂、人際、內省與自然觀察者等八個分量表。研究發現，IP-MI具有良好的建構效度、效標關聯效度、內部一致性信度。此外，男女幼兒除了在自然觀察者智能上無性別差異外，女生在其餘七種智能上的表現均優於男生，且年紀愈大的幼兒其多元智能的表現愈好。此外，幼兒的多元智能與其創造力的新奇性表現有顯著相關。因此，本研究所發展的IP-MI符合國內幼兒多元智能發展的現況，是一份具有良好信度與效度的測量工具。
Relation:	幼兒教育, No.296, pp.2-21
Data Type:	article
DOI link:	https://doi.org/ 10.6367/ECE.200912.0002
DOI:	10.6367/ECE.200912.0002
Appears in Collections:	[Institute of Teacher Education] Periodical Articles

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