This research is to study how parents can sprout their children's music intelligence, and in hope that the development of music intelligence can also lead to the development of the baby child's multi-intelligence. The focus of this research is children's early stage of learning from 0 to 3 years of age - the period when they can learn most efficiently and their plasticity is highest. The researcher reminds the parents at the right moments, to give certain stimulations to their baby child through the utilization of music so as to assist them to display their latent possibility of music intelligence. According to the multi-intelligence theory of Gardner in the Harvard University, intelligence is not single but multiple. Therefore, when music intelligence is being sprouted and developed, it is possible to induce the development of other intelligence at the same time. This thesis adopts the method of case study. Three baby children are chosen for observation and analysis. After the birth of the baby children, through home visits and observations, the researcher tried to teach the parents how to understand their children in their need of music growth, so as to achieve the goal of sprouting multi-intelligence parent education curriculum - moderately sprouting music intelligence at the right moment. Through the different family situations of 3 cases, as well as the paralyzing experience and clarifying experience of the cases in the growth of the baby children, this research discuss the influences of these situations and experiences to the exploration of baby children's intelligence, and verify the importance of intelligence inspiriting environment and clarifying experience focused in multi-intelligence theory to the exploration of intelligence. Finally, according to the experience through the cooperation of the researcher and the parents in moderately sprouting the baby children's music intelligence, some areas are concluded in which attention should be paid to when designing and implementing the sprouting multi-intelligence parent education curriculum.

本研究是關於家長如何萌發他們的子女的音樂智能的，同時希望以音樂智能發展帶動嬰幼兒多元智能多方面的發展。研究的聚焦點是兒童早年的學習的零至三歲階段——在嬰幼兒學習最快、可塑性最高的時候。研究員適時的提醒家長，運用音 樂給予嬰幼兒一定份量的刺激，協助他們發揮音樂智能的潛在可能性。根據哈佛大學Gardner的多元智能理論，智能不是單一的、而是多元化的。因此，在音樂智能萌發和拓展的同時，是有可能誘發其他智能的開發的。 論文是以個案研究的方式進行的，選擇了三位嬰幼兒作為觀察和分析的對象。 在嬰幼兒出生之後，研究員嘗試透過家訪和觀察，教育家長瞭解他們子女在嬰幼兒音樂成長方面的需求，從而達到萌發式多元智能家長教育課程的目標一一適時地將 音樂智能適度萌發。 透過三個個案的不同家庭環境，以及個案在嬰幼兒成長階段所經歷到的麻痺 化經驗及明朗化經驗，本研究探討了這些環境和經驗對嬰幼兒智能開發的影響，證實了多元智能理論所著重的啓迪智能環境和明朗化經驗對智能開發的重要性。最 後，根據研究者與家長合作將嬰幼兒的音樂智能適度萌發的經驗，總結了一些設計 和實施萌發式家長教育課程應該注意的地方。