오늘날 대학 교양교육은 학습자의 다양한 강점과 개별성을 존중하며 균형 잡힌 성장과 융복합 역량의 함양을 지향하고 있다. 그러나 이러한 목표를 효과적으로 뒷받침할 수 있는 교수·학습 방법과 평가 방식의 실 제 적용에는 여전히 현실적인 제약이 존재한다. 이에 본 연구는 하워드 가드너(Howard Gardner)의 다중지능 이론을 대학 교양교육에 적용하여 학습자의 고유성과 창의성, 집단지성을 발현하게 하는 교육적 가능성과 주요 과제를 탐색하였다. 연구 결과, 다중지능 이론(Multiple Intelligences Theory, MI)은 인간 능력의 다양성과 전인적 발달을 강조하며 제너럴리 스트(generalist) 소양의 함양이라는 대학 교양교육의 방향성에 부합하였 다. 또한 다양한 지능을 자극하는 교육적 접근은 통합적 사고력과 실행 력을 향상시키면서 개인의 강점을 기반으로 한 성장 가능성도 함께 확장 해 나갈 수 있을 것이다. 다중지능 이론의 효과적 적용을 위해서는 학습 자의 개별성 존중, 개인 내외의 상호작용 및 협력 강화, 교수·학습 방법 의 다양화 등이 필요할 것이다. 본 연구는 대학 교양교육의 교육적 방향 과 발전 과제를 모색하는 데 있어 다양한 지능을 존중하는 교수·학습 환 경 조성을 위한 기초 자료로 활용될 수 있을 것이다.

The study aims to examine whether teaching English through multiple intelligences can suggest one of the solutions for underachievers to facilitate their English learning and restore their learning attitudes. To explore this, the study investigated two research questions: (a) What are the effects of English instruction using multiple intelligences and stories on underachievers’ reading abilities? and (b) How English instruction using multiple intelligences and stories influences on their learning attitudes? The participants of the study were seven fifth-grade underachievers in one elementary school in Seoul. They were first tested what their strong intelligences are and engaged in customized activities based on their multiple intelligences test results during the experiment English classes. The data collected include the read-aloud test, the reading comprehension test, the affective test, students’ learning log and the interview of students and teachers, and these were analyzed both quantitatively and qualitatively. The results of the study showed that English instruction using multiple intelligences and stories had statistical significance in increasing underachievers’ reading abilities and changing their learning attitudes positively. This study is valuable in that it strongly calls for the need to consider multiple intelligences and provide customized activities for underachievers to facilitate their English learning and restore their learning attitudes.

The purpose of this study is to examine the relationship between MI and web-based learning in elementary school English education. For this purpose, this paper first examined MI and instructional models of web-based learning, which was based on constructivism. In order to verify the effects of this experiment, we proposed a web-based English learning and teaching model and applied it to the 5th grade students in an elementary school. After the experiment, we analyzed the effects that MI affects students' English achievement. The results of the study were as followings. First, students' intrapersonal intelligence, linguistic intelligence, musical intelligence, and spatial intelligence had a positive effect to their English achievement. Second, bodily-kinesthetic intelligence, logical-mathematical intelligence, and interpersonal intelligence did not have a positive effect on their English achievement. This study indicates that all kinds of multiple intelligences should be thoroughly considered when we design and practice web-based English learning and teaching models.