本研究使用研究者所發展之智能公平取向多元智能評量活動，探討一所國小五年級阿美族學童之智能輪廓及其在機會公平教學設計上之啟示。研究發現，族群刻板化印象有其謬誤之處。首先，雖然整體而言，阿美族學童之音樂智能非常優異，但其語文智能也相當不錯。其次，全體學童之智能輪廓與個別學童之智能輪廓出入甚大。要認識個別兒童，仍應設法得知其個人輪廓，而不應以全體學童之智能輪廓來推斷。個別學童智能輪廓之描述有助於教師了解學生與設計機會公平教學與評量。另外，本研究僅以16 位阿美族為研究對象，研
究結果不宜過度推論。

This study employed the intelligence-fair approach of multiple intelligences assessment activities which was developed by researchers??? to explore 16 fifth grade Amis pupils’ intelligence profiles and its implication on opportunity-fair
instructional designs. The finding shows that the ethnic stereotype is incorrect. First, although musical intelligence was the most developed intelligence of Amis pupils, they are also good at linguistic intelligence. Secondly, each student has their own unique intelligence profile which is quite different from that of the whole group. It is suggested that we should not infer individual Amis pupil to that of the group. Instead, we need to inquire into each student’s unique profile. The description of individual pupils could help teachers understand each student and design opportunity-fair instruction and assessment. The results of Amis pupils’ intelligence profiles could not be over generalized for its small number of samples.