Al-Qatawneh Sami Sulieman, Alsalhi Najeh Rajeh, Eltahir Mohd Elmagzoub, Siddig Omar Ahmed
College of Humanities and Sciences, Ajman University, Ajman, United Arab Emirates.
Nonlinear Dynamics Research Center (NDRC), Ajman University, Ajman, United Arab Emirates.
Heliyon. 2021 May 17;7(5):e07004. doi: 10.1016/j.heliyon.2021.e07004. eCollection 2021 May.
The theory of Multiple Intelligences (MI) states that human intelligence is composed of different types of intelligences and that each individual possesses all of them but to a different degree. The main objective of this research was to examine how the Theory of Multiple Intelligences was addressed in a seventh-grade Arabic-language textbook at the intermediate-level in Jordan and determine Arabic-language teachers' level of knowledge of applying the Theory of Multiple Intelligences in textbooks. The study used the survey method and analytical descriptive approach via content analysis and coding MI indicators in the textbook to examine the representation of MI in the textbook examined. The sample was composed of all units of a seventh-grade Arabic-language textbook. A questionnaire was distributed to 130 Arabic-language teachers. The study includes eight of the Intelligences from Howard Gardner's Multiple Intelligences (MI) Theory. The analysis found that the intelligences represented in the texts, activities, and exercises of the Arabic-language textbook were mostly Verbal/Linguistic, Visual/Spatial and Interpersonal intelligences, with a combined percentage of 73%. The other 27% was shared between the other intelligence types: Intrapersonal, Naturalist, Logical/Mathematical, Bodily/Kinesthetic, and Musical intelligences. A moderated awareness on how to incorporate the theory of MI in Arabic-language textbooks was found among Arabic-language teachers, which means that teachers' understanding of the importance of including MI theory in the textbook needs reinforcement and improvement. The study suggests that further research on incorporating the Theory of MI in textbooks is needed.
多元智能理论（MI）指出，人类智能由不同类型的智能组成，每个人都具备所有这些智能，但程度不同。本研究的主要目的是考察约旦中级水平七年级阿拉伯语教材中如何体现多元智能理论，并确定阿拉伯语教师在教材中应用多元智能理论的知识水平。该研究采用调查法和分析性描述法，通过对教材进行内容分析和对多元智能指标进行编码，来考察所研究教材中多元智能的呈现情况。样本包括七年级阿拉伯语教材的所有单元。向130名阿拉伯语教师发放了问卷。该研究涵盖了霍华德·加德纳多元智能理论中的八种智能。分析发现，阿拉伯语教材的课文、活动和练习中所呈现的智能大多为语言/言语智能、视觉/空间智能和人际智能，三者合计占比73%。其他27%则由其他智能类型共享：内省智能、自然主义智能、逻辑/数学智能、身体/动觉智能和音乐智能。研究发现阿拉伯语教师对如何将多元智能理论融入阿拉伯语教材的认识较为有限，这意味着教师对在教材中纳入多元智能理论重要性的理解需要加强和改进。该研究表明，需要进一步开展关于将多元智能理论纳入教材的研究。
