This study examines how Multiple Intelligences (MI) are reflected in Korean middle-school “Everyday Chinese” textbooks and proposes MI-informed instructional designs. Based on Gardner’s MI theory, five textbooks were analyzed using a mixed-methods design: quantitative coding of activities into eight intelligences, with frequencies, proportions, and chi-square tests, and qualitative sub-categorization (e.g., memorization vs. creative use in linguistic; problem-solving vs. pattern-recognition in logical-mathematical). Results show a heavy emphasis on Linguistic (27.9%) and Visual-Spatial (21.3%) activities, moderate representation of Logical-Mathematical, Intrapersonal, and Interpersonal intelligences, and limited attention to Musical, Bodily-Kinesthetic, and Naturalistic areas. Cross-publisher differences were not significant, suggesting similar language-heavy profiles. Building on these findings, the paper outlines a four-phase MI lesson model, a teacher checklist for balanced planning, and multi-faceted assessments aligned to MI. The study contributes a systematic MI-based analysis framework and practical design suggestions. Limitations include reliance on textbook data without classroom validation; future research should test MI-based lessons empirically and strengthen underrepresented intelligences.
Yoon-young Lee (Wed,) studied this question.