Abstract The objective of this research is to integrate the theory of multiple intelligences, from Howard Gardner, and the theory of learning styles, from Silver, Strong and Perini. The results of this research came from the questionnaires, which were done by 248 primary six students, from Pui Ching Middle School. These students did the self-estimation on multiple intelligences and learning styles. The researcher also used the Brain-based Recommendations for Intellectual Development and Good Education--A Self-Rating System-BRIDGES and SPSS to analyze the investigation results. Then we gain the intelligences and learning styles distribution and the level of individual development, also the correlation between the two theories. According to the results of the correlation among intelligences, learning styles distribution, and the level of individual different developments, students are different from each others. Therefore, teachers should provide various teaching activities to let different students who are with different multiple intelligences to develop their weaker intelligences, based on their domination potentials and learning styles. In this way, individual education of multiple intelligences will become better and better in the coming future.

摘要 本研究探取調查研究。依據Gardner多元智能理論(the theory of multiple intelligences, MI理論)與Silver,Strong和Perini的學習風格(learning styles)研究，分別通過培正中學248名小六學童「多元智能」與「學習風格」的自我許量，分析探討本澳高小學童多元智能學習風格之分佈情況及進展水平，利用「多元智能開發暨優質教育諮商自評系統」(Brain-based Recommendations for Intellectual Development and Good Education -ASelf-RatingSystem - BRIDGES)並借助統計軟 件 SPSS分析結果，進行兩者的相關分析研究。 根據對學生多元智能學習風格的發展進度、分佈情況、相關特點的了解，教師藉多元化的教學活動模式，令不同智能分佈與學習能力的學生皆能以最擅長的學習風格去帶動各種智能的發展，實現「因勢利導，因材配套」之中「因材施教」的多元智能教育模式，期望可以使多元智能適性教學模式的研究更加趨向完善。