The Strategies Of Using The Sternberg's Triarchic Educational Viewpoint In Teaching Science Curriculums

Robert. J. Sternberg persists in researching the intelligence theory. After he advanced the triarchic intelligence theory in 1985, he advanced another the successful intelligence theory in 1996. He set the successful intelligence into three parts, those are analysis intelligence; creative intelligence and practice intelligence. He thought that the schools all ways pay more attentions to developing the students' analysis ability, but the later tow abilities were more important for winning succeed in the students' future social life. After advancing the intelligence theory, Sternberg also set out a series of attempts to cultivate the students' successful intelligence. He advanced two books, "Teaching for Thinking" and "Teaching for Successful Intelligence". Looking the whole theories of Sternberg, you will find that he all ways insists on the triarchic Viewpoint to construct his theories. He tries to find a educational reform way that more effectively to cultivate the students' triarchic abilities. I put Sternberg's theories and practice researches that are refer to the education as "Sternberg's triarchic educational Viewpoint".Currently, our country is carrying out the elementary educational reform. We need search for the useful theory and practice for the elementary education. Sternberg's triarchic educational Viewpoint can give our country's educational thoughts (carry out the education of all-around development and cultivate the students with high quality for the future) great instruction. Our country's elementary education science courses all emphasize advancing the students science literacy, those courses are very important for cultivate students' spirits of innovate and practice ability. Whereas, I found there are so many problems in elementary science education, such as: the development of students' abilities is imbalance; it is difficult to organizing the activities after school; the students' feel of school life lack of interest and color. What can we do to develop students' integrate abilities? I read huge books and papers about the Sternberg's triarchic intelligence theories. I visited many middle school and high school science teachers and students. I also went to classroom to find the problem about the teaching method and collected good cases in the class. The purpose of doing those things was to find out some good strategies in science teaching by using the Sternberg's triarchic educational Viewpoint.This dissertation adopts the following approaches, such as: documents reading approach, questionnaire research approach, discuss approach, cases research approach and so on. Thought the class observation and cases analysis approach, I tried to find out the ways to implement the triarchic education from theory to practice.My research consists six parts:The instruction discusses the questions that will be studied, documents about Sternberg's triarchic theory, the purpose and significance of this research, contents, study methods and the research thought.The second part investigates the present situation of science teaching by analyzing the teacher's and student's questionnaire, find out the shortage of science education, and make educator even the whole society to think about the problem in the education.The third part analyzes the background of Sternberg's triarchic educational Viewpoint and expatiates on Sternberg's triarchic intelligence theories, successful intelligence theory, teaching for thinking and teaching for successful intelligence in details.The fourth part puts forward setting the class teaching as a main line, and implement the triarchic strategy in the extend of classroom, and provide good reference for teachers.The fifth part explains the design of triarchic evaluation for the purpose of forcing and ensuring the implement of triarchic education.The sixth part reverses the whole process of research process, and prospects implement triarchic education's foreground.