本文先探討多元智能的興起原因及背景，分別是：對傳統智力觀點提出挑戰、多元之能的理念明確易懂且具親和性、多元智能理論是以學生為中心、和多元文化的理念不謀而合、對過分重視標準化測驗提出反省、收到認知心理學理論的影響、腦神經研究的影響。接著提出多元智能課程發展方式有：單科多元智能統整、跨科多元智能統整、學徒制、多元智能取向之專題研究、多元之能學習中心等。多元智能的教學，在觀念上教師應尊重學生的多元智能發展，而以不同的教學方式來配合學生的學習，並於教學過程中擴展和讚美學生的優勢智能。在作法上，可以智能本身做為教學主題，或以智能為手段去獲取知識，或者針對多元智能而實施教學。在教學過程方面，可以包括喚醒階段、擴展階段、教學階段、遷移階段等。而教師本身則需時常反省自己的教學是否對各項智能均衡分配。

The formative background of multiple intelligences (MI) include：a challenge to theory of traditional intelligence, accessibility of MI theory, student-centered approach, MI similar to idea of multicultural education, reflections on standardized tests, influences of cognition psychology on MI, and support from brain research.
The tasks of curriculum development include：one discipline involved in curriculum integration of MI, interdisciplinary curriculum integration of MI, apprenticeships, MI projects, and design of learning center.
Three visions for education are important for teachers：matching, stretching, and celebrating MI. In addition three types of lessons are needed：teaching for MI, teaching with MI, and teaching about MI. There are four stages necessary to teach with MI：awaken, amplify, teach, and transfer. Teachers need to reflect balances of MI in teaching.