教育創新透過多元智慧理論對攝影量表之編製

攝影是拍攝過程將個人創意、經驗與美感透過照相機過程紀錄影像。攝影創作歷程，若能透過多元智慧，表現出不同智慧學習與運用，將可創造新價值影像。過去較少研究探討高職設計類科學生攝影學習，使用自陳式多元智慧攝影量表進行評量。本研究為了補足上述不足，探討教育創新透過多元智慧理論，了解多元智慧攝影組成成分，編製多元智慧攝影量表，評估學生多元智慧攝影能力。研究者分別以臺灣地區高職設計類科617位學生為研究樣本，進行量表預試和正式施測。預試部分經過項目分析及探索性因素分析後，顯示此量表具有自然智慧、內省智慧、人際智慧、空間智慧、音樂智慧、語文智慧、肢體智慧、數學智慧與新價值影像九個因子結構，且各項目分析皆是良好。正式施測的驗證性因素分析也顯示此量表九個因子結構具備良好的模式適配度。  Photography is the process of recording images of personal creativity, experience and beauty through the camera process. If the photographic creation process can demonstrate different wisdom learning and application through multiple intelligences, it will create new value images. Few studies on learning photography by vocational high school design department students use the Self-Reporting Scale of Multiple Intelligences Photography. To make up for that shortcoming, this study explores the studies of education innovation through the theory of multiple intelligences photography, compiles the Multiple Intelligences Photography Scale of vocational high school design department students, and then evaluates students’ perceptions of multiple intelligences photography. The researcher uses 617 vocational high school design department students in Taiwan as the research objects to conduct scale pretests and then the formal tests. After the item analysis and exploratory factor analysis (EFA) are conducted in the pre-test phase, the results showed that the scale contains a nine -factor structure: Natural Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence, Spatial Intelligence, Musical Intelligence, language Intelligence, Mathematical Intelligence, and New Value Image, and the analysis results of each item are good. The confirmatory factor analysis (CFA) performed in the formal tests, also show that the nine-factor structure of this scale has a goodness-of-fit.