Teaching For Successful Intelligence

The course of "Morality and Rule of Law" is of great significance to enhance students' consciousness of morality and rule of law and regulate their moral behavior.In reality,the teaching of Morality and Rule of Law is mostly teacher-centered and focuses on the acquisition of theoretical knowledge.This kind of teaching is undoubtedly beneficial to help students acquire moral knowledge and improve their ability to analyze and understand moral issues.However,it does not help students solve moral problems by using moral knowledge and skills creatively in their real life.According to Sternberg,successful intelligence is a set of comprehensive abilities needed by people to achieve success in real life,including analytical ability,practical ability and creative ability.People with successful intelligence can balance analytical,creative and practical ability to adapt to,shape and choose environments.However,present teaching tends to strengthen and encourage students' analytical ability constantly while ignoring the cultivation of students' practical ability and creative ability.Therefore,Sternberg called on teachers to teach for successful intelligence.The author believes that this viewpoint proposed by Sternberg is also suitable for the teaching of Morality and Rule of Law course.In essence,morality originates from life,and eventually it should return to life and serve life.That means teacher must guide students to pay attention to authentic life and social reality during the teaching process so that students are able to try to apply the knowledge and skills learned from the textbook to real situation,and find or construct new moral knowledge at last.This is consistent with Sternberg's theory of successful intelligence.This paper adopts the research ideas from general to special,from theory to practice,and tries to answer two core questions: why is it necessary to apply Sternberg's theory of successful intelligence to the teaching of Morality and Rule of Law in junior high school? How to apply Sternberg's theory of successful intelligence to the teaching of Morality and Rule of Law in junior high school effectively? Aimingat the first question,the second chapter briefly states and introduces the connotation and educational implication of Sternberg's theory of successful intelligence.The third chapter discusses the necessity of applying Sternberg's theory of successful intelligence to the teaching reform of Morality and Rule of Law course from four perspectives: the relationship between life moral education theory and junior high school's Morality and Rule of Law,the analysis of junior high school's Morality and Rule of Law lesson standard,the analysis of junior high school new teacher's teaching video of Morality and Rule of Law lesson,and the interviews of experts,scholars and teachers.The research shows that the application of Sternberg's theory of successful intelligence to the teaching reform of junior high school Morality and Rule of Law lesson is not only reasonable and advanced in theory,but also targeted in practice.The former means that the theory of moral education in life,which is the theoretical basis of Morality and Rule of Law lesson in junior high school,has a high degree of compatibility and consistency with Sternberg's theory of successful intelligence.No matter the analysis of the teaching video,or the interview with experts,scholars and the teachers,indicating that the current junior high school teaching materials or teaching supply imbalance learning opportunities for students.For example,too many analytical learning opportunities are supplied,practical learning opportunities take the second place,and there are hardly creative learning opportunities.This means that the existing teaching of Morality and Rule of Law lesson in junior high school is most beneficial to students who emphasize analytical thinking,and unfavorable to those who emphasize practical thinking or creative thinking.The author explores how to overcome and correct the above tendency from the aspects of theory and practice.The fourth chapter clearly puts forward the "teaching for successful intelligence" teaching thought,and expounds the teaching ideas of "promote pupils' virtues while correct their defects",namely that Morality and Rule of Law teaching should not only provide students with the learning opportunities which match their advantage intelligence or thinking but also learning opportunities to learn from each other through group learning or group discuss.Based on the above ideas,this paper analyzes and discusses how to integrate the theory of successful intelligence into the teaching of Morality and Rule of Law course in junior high school.It mainly contains four aspects: target positioning,content selection,teaching process and evaluation.Next,the fifth chapter chooses a class of grade six in a junior high school in this city as the object of experimental teaching reform.selecting acomplete teaching unit in the present teaching material,the author designs and implements the four classes of teaching reform experiment under the guidance of successful intelligence theory,in order to test whether the ideas and methods of instructional design mentioned in the fourth chapter is feasible or not.This study shows that a large amount of learning opportunities which could be utilized to carry out successful intelligence teaching are contained in the Morality and Rule of Law textbook.But they are not easy to be grasped.So teachers have to truly understand the essence of successful intelligence theory and try to seek the combining point on the basis of the properties and characteristics of Morality and Rule of Law course.What's more,two findings are concluded according to the teaching reform experiment: one is that teaching successful intelligence do guide students to link theoretical knowledge to their real life,and give them a better understanding of the nature of moral life and enhance their morality learning interests and initiative;the other is that students' awareness and ability to use the knowledge and skills they have learned in class to solve real life problems,including creativity,have been well exercised and promoted.The above two findings can be verified through the feedback form submitted by students at the end of each class.