Making Use of Students’ Musical Intelligence in Chinese Language Teaching: A Collaborative Action Research Project Author: Wei-Yu Liu(Department of Education, National Hualien University of Education)

Vol.&No.：Vol. 52, No. 1
Date：April 2007
Pages：1-24
DOI：10.3966/2073753X2007045201001

Abstract：

This study used the theory of multiple intelligences to explore the possibility of using an intelligence-adaptive pedagogy with pupils in Taiwan. This collaborative action research project was conducted in a third-grade classroom with 17 Amis pupils, whose most developed form of intelligence was presumed to be musical intelligence. Word- Rhyme, Word-Riddle, Read-out, Songs, and Background Music lessons were designed so that students’ could make use of various kinds of musical intelligence in their Chinese language learning, and the effects of this pedagogical strategy were then measured. The results were as follows. First, Word-Riddle is better than Word-Rhyme for helping students to learn to write Chinese characters. Second, Read-out, Songs and Background Music increased pupils’ learning motivation and interest, but they couldn’t help pupils to comprehend the content. Third, it is better to employ multiple teaching strategies than to use just musical teaching strategies to teach Chinese language since how music exactly promotes Chinese language learning is still unclear.

Keywords：multiple intelligences, collaborative action research, musical intelligence, Chinese language teaching

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