Title

R. J. Sternberg的智能理論解析及其在教學上的涵義

Translated Titles

A study on Sternberg’s intelligence theory and its implications for teaching

Authors

任東屏

Key Words

智能三元論 ; 成功的智能 ; 智慧 ; A triarchic theory of human intelligence ; successful intelligence ; wisdom

PublicationName

臺灣師範大學教育學系學位論文

Volume or Term/Year and Month of Publication

2003年

Academic Degree Category

博士

Advisor

單文經

Content Language

繁體中文

Chinese Abstract

摘 要 本研究的主旨在闡釋Sternberg的智能理論及其相關理論,進而申述其在教學上的涵義與啟示,藉供從事教育工作者的參考。 根據上述的研究動機,所擬定的研究目的有下列三項:(一)探究Sternberg智能理論產生的背景及其內涵。(二)闡明Sternberg智能理論在教學上的應用。(三)分析Sternberg智能相關的理論內涵及其在教學上的涵義。 根據文獻分析,本研究主要發現下列幾項重要結論撮述如下: 壹、Sternberg智能理論產生的背景及內涵 一、Sternberg智能理論產生的背景:緣於他小時候的一段經歷 二、智能三元論的內涵 (一)Sternberg認為分析性智能不僅是解決學業上,也包括日常生活上的問題,並倡導要透過分析性智能來發現解決問題的方法 (二)Sternberg認為每一個心智正常的人有不同程度的創造力,並倡導要透過創造性智能來找對問題 (三)Sternberg認為「實用性智能」是不容小覷的,其中「默會知識」的概念是發展人生「智慧」重要的核心概念 (四)Sternberg整合分析性、創造性、實用性這三種智能提出「成功的智能理論」 三、Sternberg智能相關理論的內涵 (一)重視非智能因素(如動機、情緒智能、思考方式等)對人成就的影響 (二)重新發現智慧的價值,提出平衡的智慧理論 (三)直觀思維是人們在學習一個新科目或解決不熟悉的問題常用的方法,需要與分析性思考相互平衡及驗證,擴大學習的視野 (四)從動態評量的架構提出「能力即發展中的專門知識和技術的形式」之概念 貳、Sternberg智能理論在教學上的應用 一、在教學目標及教學內容的應用方面 (一)強調教學目標以培養三元智能為本的能力 (二)將分析性、創造性、實用性三種思維能力適當融入各階段的學校教學內容(材料)當中 (三)教育目標重視以人人都能成功為理念 二、在教學觀和評量觀的應用方面 (一)教師可以指導學生了解「後設成分」作為監控自我認知的作用,提昇學生分析性思維能力 (二)教師善用培養創造性思維的策略,提昇學生創造力 (三)教師善用培養實用性思維的策略,提昇學生實用性思維能力 (四)許多專業實務知識的學習是默會的 (五)以培養三元智能的能力作為全面性評量學生的依據 參、Sternberg智能相關理論在教學上的涵義 一、要有因材施教的教學觀 二、採用多元的教學觀以協助不同思考方式的學生 三、教導平衡的智慧理論 四、強調透過對話和辯證式的教學方法促進學生智慧的發展 五、就發展「智慧」而言,「統整的課程」是有其需要的 六、教學上應重視學生直觀思維的重要性,指導學生須配合分析性思維的反思 七、強調認知能力的可塑性,結合教學與評量 關鍵字:智能三元論、成功的智能、智慧

English Abstract

A study on Sternberg’s intelligence theory and its implications for teaching Abstract The main purposes of the study are to explore a triarchic theory of human intelligence, and then stating its value is applied to teaching . Particularly, The study of this paper expects to provide Sternberg’s ideas to native education. Firstly, the author elaborated the background of Sternberg’s intelligence theory. Secondly, the author stated the application for teaching of Sternberg’s intelligence theory. Finally, the author analyzed the relevant theory of Sternberg intelligence and its implications for teaching. According to the literature review. In brief, the findings as follows : First of all , The background and intension that Sternberg’s intelligence theory produced. First, The background that Sternberg’s intelligence theory produced : Because of a section of experiences as he is a child . Second, the intension of a triarchic theory of human intelligence: (1) Sternberg thinks analytical intelligence to solve not only on the academic task, include the daily question in life too, and advocates finding the method to solve problem through analytical intelligence. (2) Sternberg thinks that every person with normal intelligence has creativity in various degree, and advocates to look for the question correctly through creative intelligence (3) Sternberg thinks practical intelligence is important , the tacit knowledge concept among them is to develop the key concept of wisdom in life. (4) Sternberg combined analytical, creative and practical intelligence and then proposed the successful intelligence theory . Third, intension of the relevant theory of Sternberg intelligence. (1) Nonintelligence factors influence on human achievement. (such as motive , EQ , thinking style ), (2) Sternberg’s theory recover the value of wisdom, proposing the balance theory of wisdom. (3) The intuitive mind needed analytical thinking are balanced each other , expanding the vision of learning. (4) Sternberg’s dynamic test theory proposes abilities as form of developing expertise. Secondly, the application for teaching of Sternberg’s intelligence theory. First, It implicates for the objectives of teaching as follows : (1) Sternberg’s intelligence theory emphasizes the objectives of teaching in order to cultivate the ability based on a triarchic theory of human intelligence. (2) There are analytical, creative and practical intelligence to be incorporated with the school content of each stages properly. (3)The educational objectives pay attention to everyone can be successful Second, It implicates for teaching and measuring as follows : (1)Teacher can promote student's analytical thinking ability. (2)Teacher can promote student's creative thinking ability. (3)Teacher can promote student's practical thinking ability. (4) A lot of professional knowledge is tacit learning. (5) Measuring students is based on a triarchic theory of human intelligence. Thirdly, It implicates for teaching the relevant theory of Sternberg intelligence. First, Educators should have view of teaching in accordance with their student’s aptitude. Second, Educators should adopt multiple view of teaching differently to help different student of thinking style. Third, Educators should teach the balance theory of wisdom. Fourth, Sternberg’s theory emphasize that the development of wisdom by dialogue and dialectical method of teaching . Fifth, In respect of developing wisdom , Curriculum intergration is essential. Sixth, Educators should pay attention to the importance of student's intuitive mind, teaching students how to cooperate with reflection of analytical thinking. Seventh, Sternberg’s theory emphasizes that the modifiability of cognitive ability , and combining teaching with test. Keywords: A triarchic theory of human intelligence, successful intelligence, wisdom,

Topic Category 教育學院 > 教育學系
社會科學 > 教育學
Times Cited
  1. 李鵑后(2010)。國小學童思考風格與創造力傾向之關聯性研究。中原大學心理學研究所學位論文。2010。1-92。 
  2. 葉純菁(2009)。台北市特殊教育鑑定專業人員實用智能之研究。臺灣師範大學特殊教育學系學位論文。2009。1-248。