本研究之目的如下：1.設計多元智慧的英語教學與歷程檔案評量方式，落實以學生為主體的學習方式。2.比較多元智慧教學與歷程檔案評量和傳統教學評量之學生在英語學業表現、英語學習動機、英語學習策略與班級氣氛上的不同。3.分析多元智慧教學與歷程檔案評量在國中英語課堂教學中實施的困難與解決的方法。4.藉由歷程檔案評量，展現學生的多元學習成果。本研究的對象是以台中縣光榮國中國一班級中的兩個班為實驗樣本，在兩個班級中隨機分派一班為實驗組，另一班為控制組。研究工具包括英語學科測驗、英語學習動機量表、英語學習策略量表、班級氣氛學習量表。研究結果如下：1.實施多元智慧教學與歷程檔案評量和傳統教學評量之班級學生在英語期末考成績上有差異存在。2.實施多元智慧教學與歷程檔案評量和傳統教學評量之班級學生在英語學習動機上有差異存在。3.實施多元智慧教學與歷程檔案評量和傳統教學評量之班級學生在英語學習策略上沒有差異存在。4.實施多元智慧教學與歷程檔案評量和傳統教學評量之班級學生在班級氣氛上有差異存在。此外，本研究針對國中英語多元智慧教學方式提出各項建議，並呈現部分檔案評量的成果，供大家參考。

The purposes of this study were: (a) to find practical multiple-intelligence-based teaching and portfolio assessments for English classes of junior high schools; (b) to compare the difference in English learning achievement, English learning motivation, English learning strategies, and classroom climate between multiple and traditional teaching modes; (c) to analyze the difficulty in teaching process and provide possible solutions; and (d) to display students’ learning process through portfolio assessment. Seventy 1st grade students (2 classes) were selected from Kuan-Rung Junior High School in Taichung county. One class was the experimental group, and the other was the control group. The participants were administered the English Learning Motivation Inventory, English Learning Strategy Inventory, and Classroom Climate Inventory. The results were as follows: (a) in English learning achievement, multiple-intelligence-based mode was significantly better than traditional teaching mode, (b) in English learning motivation, multiple-intelligence-based mode was significantly better than traditional teaching mode, (c) there was no difference in English learning strategies between multiple-intelligence-based and traditional teaching modes, and (d) in classroom climate, multiple-intelligence-based mode was significantly better than traditional teaching mode. Additionally, the results provide some suggestions for multiple teaching and illustrate the effects of portfolio assessment.