The research study was conducted to primary five students in one private school. A total of 118 students participated in this case study. First, the researcher made a questionnaire on Multiple Intelligence. Students assessed themselves using the “Brian-based Recommendation for Intellectual Developments and Good Education-A Self-Rating System”. After analyzing the result, the researcher also interviewed and observed the participants to check the reliability and validity of the data. Second, design a language curriculum that would meet the requirements of the theory of multiple intelligences by following the right direction. The researcher discovered that intelligences distribution and level of individual development is different. In the linguistic intelligence, although the participants were in the same level and shows common development, there were individual differences as well. The result shows that students are different from each other, therefore teaching should vary and education must cater for individual differences. On the other hand, the design of curriculum is not the purpose of the multiple intelligences but through the way of multiple intelligences the target of language could be achieved. The following hypotheses were gathered in curriculum design and practice: 1.Children are unique and have plasticity. 2. One must gain confidence in doing something on order to feel successful. Students should be given the chance to experience the real world of learning. 3. The children are the core in curriculum design and teaching. 4. Create a learning environment to promote language learning. 5. Students can have a broader and deeper understanding of the language if leaming the language is integrated to other subjects. 6. Use for cooperative learning, team work and collaborative work. 7. Apply authentic performance assessment and utilizing self-evaluation to promote. 8. Record and share learning progress.

本研究探個案研究。研究於澳門一所私立小學中進行，對象為該校小五年級 學生，共一百一十八位。研究首先製訂多元智能量表，讓學生自評，運用「多元智能開發暨優質教育諮商自評系統」分析結果，再輔以觀察、訪談來探看個案是否真是人如其面、各不相同。之後，再深究語文發展路向，設計符合多元智能理論的語文課程。 整篇論文分七部分撰寫:第一章「緒論」，經由教育現況與問題、研究動機， 進而訂出研究目的和問題;第二章「文獻綜述」，廣泛地搜集多元智能理論、後 現代學習模式、各地語文標準、教師專業昇華等文獻，並進行反思;第三章「研 究方法與設計」則說明研究架構、對象、方法、工具、時間與程序;第四章「運 用「多元智能開發暨優質教育諮商自評系統』評量結果分析」，則進行多元智能評量分析、個案分析及語言智能訪談分析:第五章「設計及實施符合多元智能理論之語文主題教學活動」，則說明設計原則、課程架構與活動內容、教材編選原則、課程實施的成果;第六章「研究發現與討論」;第七章「結論及建議」。 研究發現每位學生的智能分佈及進展水平，果真有如百花齊放、各有特色; 在語言智能方面，就算是同一水平的學生，雖有「共性」的發展，亦有「個性」的一面，更說明了因才施教、適性教育的重要。此外，課程設計方面，並非把多元智能當成目的，而是藉由多元智能理論的管道，更有效地達到語文學習目標。 在兩個課程活動設計和實施中，亦得到以下啓示: 一、孩子是獨特的個體，是具可塑性的。 二、成功爲成功之母，給予學生明朗化學習經驗。 三、孩子才是課程、教學的主角。 四、創設語文學習環境，與生活、社會資源相結合。 五、進行統整課程，綜合性學習有助語文廣度和深度的學習。 六、善用小組合作、集體建構、共同學習的方式。 七、進行真實表現評量，利用自評提升其學習專注力。 八、學習歷程「記錄」的分享。