The first part of this study seeks to measure the multiple intelligences of secondary two students of Pui Va Secondary School using self-rating techniques. By using the Multiple Intelligences Learning Evaluation System, the multiple intelligences spectrum of the students are obtained. Multiple intelligences profiles of the students are analyzed and compared between the arts and science students. The second part of this research is a case study. According to the development as indicated in the spectrum, students' crystallizing and paralyzing experiences are analyzed to comment upon students’ dominating and weak potentials. Based on this diagnostic information, individually configured education may be implemented, so that the potential awaiting development can be raised by the dominating ones.

本研究的第一部份，是對培華中學高二級學生進行多元智能自我評量，利用“校本多元智能學習評量系統”和獲得學生的多元智能光譜，然後分析學校裡高二級學生多元智能的發展進度和分佈情況，以及比較高二級文、理組學生的智能發展狀況。 本研究的第二部份是學生的個案研究，根據智能光譜所反映的智能發展狀況，分析了影響個案學生的智能發展的明朗化經驗(Crystallizing Experience)及麻痺化經驗(Paralyzing Experience) 探討這些經驗對優勢和弱勢智能表現的影響。根據這些診斷性資料，為個案學生制定符合多元智能理論的補救和增潤策略，藉此幫助個案學生以優勢智能去帶動弱勢智能，及鞏固和提高優勢智能，實現「因勢利導，因材施教」的教育理念。