【摘要】：針對我國中小學(xué)教育現(xiàn)狀以及人才培養(yǎng)的需求，我國有關(guān)教育部門于20世紀(jì)80年代提出了素質(zhì)教育，素質(zhì)教育以學(xué)生整體素質(zhì)提升為目標(biāo)。著名心理學(xué)家羅伯特·斯滕伯格（Robert J. Sternberg）于21世紀(jì)初針對學(xué)校教學(xué)提出了的“智慧平衡理論”，該理論系統(tǒng)闡釋了智慧的本質(zhì)、獲得機(jī)制、與其它心理技能的關(guān)系以及如何培養(yǎng)智慧。本研究嘗試在素質(zhì)教育背景下，將智慧平衡理論運(yùn)用于教學(xué)實(shí)踐中構(gòu)建智慧教學(xué)。 本文采用文獻(xiàn)研究的方法，在對素質(zhì)教育理論、人本主義理論、建構(gòu)主義理論以及智慧平衡理論研究的基礎(chǔ)上，闡釋了智慧的內(nèi)涵、智慧教學(xué)的思想來源以及智慧教學(xué)模式。研究從教學(xué)目標(biāo)、教學(xué)內(nèi)容、教學(xué)過程以及教學(xué)評價(jià)幾個(gè)要素對智慧教學(xué)模式進(jìn)行了詳要的分析，為智慧教學(xué)實(shí)踐提供了理論和實(shí)踐方面的依據(jù)。在對智慧教學(xué)實(shí)踐活動(dòng)觀察的基礎(chǔ)上，總結(jié)出智慧教學(xué)實(shí)踐案例，依據(jù)智慧教學(xué)模式對智慧教學(xué)實(shí)踐案例中各要素進(jìn)行分析。在對一線教師和學(xué)生訪談的基礎(chǔ)之上，分析出智慧教學(xué)在激發(fā)學(xué)生興趣、發(fā)展學(xué)生智慧以及增強(qiáng)學(xué)生幸福感方面的的優(yōu)勢。 本論文共分以下五個(gè)部分， 第一部分通過對研究背景的概述，闡述了智慧教學(xué)研究的時(shí)代背景和由來；基于文獻(xiàn)的研究，總結(jié)了國內(nèi)外有關(guān)智慧教學(xué)的研究現(xiàn)狀及研究中存在的問題，，進(jìn)一步確定了智慧教學(xué)研究的重點(diǎn)及意義；闡明了智慧和智慧教學(xué)概念的內(nèi)涵,為智慧教學(xué)理論研究奠定基礎(chǔ)；敘述了研究中所用到的研究方法。 第二部分詳細(xì)解釋了智慧教學(xué)思想由來的理論依據(jù)，分別就素質(zhì)教育理論、人本主義理論、建構(gòu)主義理論和智慧平衡理論對智慧教學(xué)理論和實(shí)踐研究的啟示部分進(jìn)行了說明。 第三部分對智慧教學(xué)理論基礎(chǔ)闡述的基礎(chǔ)之上，對智慧教學(xué)的總目標(biāo)和分目標(biāo)進(jìn)行了厘定；對智慧教學(xué)理論進(jìn)行了分析，并開發(fā)了智慧教學(xué)內(nèi)容；對教學(xué)過程進(jìn)行了分析，并制定了智慧教學(xué)過程步驟；對智慧教學(xué)評價(jià)特點(diǎn)進(jìn)行了闡釋。通過對智慧教學(xué)各要素的分析，建構(gòu)了智慧教學(xué)模式。 第四部分在對智慧教學(xué)理論和智慧教學(xué)模式研究的基礎(chǔ)之上，與一線教師合作的教學(xué)過程中，開發(fā)了智慧教學(xué)的實(shí)踐案例；進(jìn)一步對教學(xué)實(shí)踐案例進(jìn)行了教學(xué)要素和教學(xué)效果兩個(gè)方面的分析；基于智慧教學(xué)實(shí)踐案例的分析得出智慧教學(xué)在教學(xué)中的優(yōu)勢。 第五部分概述文章中有關(guān)智慧教學(xué)研究的成果及不足，并對之后的研究工作進(jìn)行展望。
[Abstract]:In view of the present situation of primary and secondary education in China and the demand of talent training, the relevant education departments of our country put forward the quality education in the 1980s. The goal of quality education is to improve the quality of students as a whole. In the early 21st century, Robert Stenberger, a famous psychologist, put forward the "wisdom balance theory" for school teaching, which systematically explains the essence of wisdom and the mechanism of obtaining it. Relationship with other psychological skills and how to develop wisdom. Under the background of quality education, this study tries to apply the theory of wisdom balance in teaching practice to construct wisdom teaching. Based on the research of quality education theory, humanism theory, constructivism theory and wisdom balance theory, this paper explains the connotation of wisdom, the ideological source of wisdom teaching and the mode of wisdom teaching. This paper makes a detailed analysis of the teaching mode of wisdom from the aspects of teaching goal, teaching content, teaching process and teaching evaluation, which provides theoretical and practical basis for the practice of wisdom teaching. On the basis of observing the practical activities of wisdom teaching, this paper sums up the cases of wisdom teaching practice, and analyzes the elements in the wisdom teaching practice cases according to the wisdom teaching mode. On the basis of interviews with front-line teachers and students, this paper analyzes the advantages of wisdom teaching in arousing students' interest, developing students' intelligence and enhancing students' happiness. This thesis is divided into the following five parts. The first part describes the background and origin of wisdom teaching research through the overview of the research background; Based on the research of literature, this paper summarizes the current situation and problems in the research of wisdom teaching at home and abroad, and further determines the emphasis and significance of the research on wisdom teaching. This paper expounds the connotation of the concept of wisdom and wisdom teaching, lays a foundation for the theoretical study of wisdom teaching, and narrates the research methods used in the research. The second part explains the theoretical basis of the wisdom teaching thought in detail, respectively on the quality education theory, the humanism theory, the constructivism theory and the wisdom balance theory to the wisdom teaching theory and the practical research enlightenment part has carried on the explanation. In the third part, on the basis of expounding the theoretical basis of wisdom teaching, the general goal and sub-goal of wisdom teaching are determined, the theory of wisdom teaching is analyzed, and the content of wisdom teaching is developed. This paper analyzes the teaching process and formulates the steps of the wisdom teaching process, and explains the characteristics of the wisdom teaching evaluation. Through the analysis of the elements of wisdom teaching, the wisdom teaching model is constructed. The fourth part, based on the research of wisdom teaching theory and wisdom teaching mode, develops the practical cases of wisdom teaching in the teaching process of cooperation with front-line teachers. The paper further analyzes the teaching elements and teaching effects of teaching practice cases, and draws the advantages of wisdom teaching in teaching based on the analysis of wisdom teaching practice cases. The fifth part summarizes the achievements and shortcomings of the research on wisdom teaching in this paper, and looks forward to the future research work.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G632.0

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