Junior High School Biology Teaching And Research Under The Guidance Of The Theory Of Successful Intelligence

Successful Intelligence Theory, raised by Sternberg (American professor of psychology at Yale University), divided intelligence into analytical intelligence, creative intelligence and practical intelligence. By introducing the definition, composition and characteristics of successful intelligence theory, and searching a large number of literature, author wrote this review on successful intelligence theory and its current research progress of teaching at home and abroad.In order to find the teaching strategy in junior high school biology teaching, in which students can properly enhance and develop the three intelligences (analytical intelligence, creative intelligence and practical intelligence), the author conduct the questionnaires and interviews on some high school biology teachers and students from grade seven to eight in high schools, and understood the learning status, intellectual characteristics and the teaching methods teachers mainly used in current junior high school biology curriculum. Author found the traditional teaching methods pay more emphasis on students’ analytical intelligence, but ignored the students’ creative intelligence and practical intelligence training. Most students had the interest to explore biological phenomena and enjoyed the achievements after the experiments conduct by themselves, which was the basis of developing students’s analytical, creative and practical ability. Furthermore developing students’ ability still most only stayed on ideas, but the specific implementation had been lacking, and the enthusiasm had not been fully mobilized. So the students’ analytical, creative and practical ability should be further developed and improved under teacher’s help. Under the guide of successful intelligence theory, student experiment groups were compared and analyzed in author’s teaching, hoping to find proper ways and means of teaching junior high school students on biology to improve students’ comprehensive ability.Author took Fuzhou Yan’an junior high school’s six classes of Grade Seven as experimental object(of which three classes as the experimental group, and the other three as the controlled group). Through the implementation of teaching strategies under the theory guidance of successful intelligence, from the quantitative and qualitative aspects, author compared students’ successful intelligence, academic performance and learning interest, to test the effectiveness of teaching strategies proposed aimed at the three intelligence. By grouping comparative experimental method to implement teaching program, author tested the performance of successful intelligence scientifically before and after the experiment, and used professional SPSS statistical tools for statistical analysis and evaluation; after the implementation of the experimental teaching program, author made questionnaires and interviews on the three classes of experimental group, which were compared and analyzed with pre-test questionnaires.Through research, author found that the teaching mode using the theory of successful intelligence, can fully develop the students’ own initiative, improve students’ independent spirit of participation, so that students can feel learning is not simply rote memorization, but a positive thinking, serious analysis, repeated verification and problem-solving process. Furthermore this mode can improve students’ scientific literacy and the ability to adapt to changing environments, and help them through observation and practice of life find the problem and improve problem-solving skills to gain valuable experience. However, due to the relatively short research period, limited research capacity and teaching practices, author had not conducted further thorough analysis and systematical design on junior high school’s biology teaching strategy under the guidance of the theory of successful intelligence. In addition, evaluation is not fully in accordance with the "TIA" evaluation system to perform the experiment, but let the students between each other a simple mutual evaluation and the overall evaluation of the parents, author would made more further explore in future teaching, and hope more teaching colleagues share their good suggestions and criticisms.