智力的本质.pptVIP

Conceptions of Intelligence智力的概念 General view of intelligence by the public Different people and different cultures will attach different meanings to the interpretation of intelligent behavior. 不同的人和不同的文化对智力有不同的理解。 Factorial Conception of Intelligence 二因素理论（Two Factor Theory） 这种理论认为，所有智力活动都是由两种因素构成的。 This ‘S’ factor is considered as specific factors in areas such as music and design. S 因素被认为是在特殊的领域中如音乐和设计中的因素。 二因素理论的相关模型 这7种智力的每种智力都是一个单独的功能系统，彼此之间可以相互作用而产生外显的智力行为。每个个体都同时具有这7种相对独立的智力。 Biggs and Moore suggest that intelligence can be seen as the power to approach and deal with problems in a flexible way, rather than having a particular kind of ability to do something specific. 智力应该是灵活地处理问题的能力。 Intelligence: the divergent ability of a person 智力：发散性思维的能力 Divergent thinking relates well with originality and creativity 发散性思维与创造力有密切关系 收敛性思维强调主体找到对问题的“正确答案”，强调思维活动中记忆的作用；发散性思维则强调主体去主动寻找问题的“一解”之外的答案，强调思维活动的灵活和知识的迁移。 收敛性思维是发散性思维的基础，发散性思维是收敛性思维的发展。 离开了收敛性思维所获得的“正确答案”，就会使思维的灵活性失去出发点；离开发散性思维，就会使思维呆板，学会了知识也不能展开，不会举一反三。 4.The nature-nurture controversy 先天-后天之争 辩论： 智力的发展过程中先天因素更重要还是后天因素更重要 4.1 Studies of Twins Twin studies can only confirm that both biological and environmental factors have bearing upon the development of intelligence. But the degree of relationship between them in relation to the growth of intelligence is still not certain. 双胞胎的研究只确定了生物学因素和环境因素与智力发展有关，但是它们之间与智力发展的关联度仍不确定。 4.2 Other Child Studies The same environment was having a similar degree of influence upon the development of intelligence 相同的环境对儿童的智力发展具有相似程度的影响 One still cannot draw a conclusion whether the biological or the culture background of the students is more determinant of scholastic achievement 生物学因素和文化背景对学生成绩的影响仍然没有一个定论 Teachers have a major responsibility to bear as one of the primary caretakers of children for stimulating intelligence development 教师作为最初照顾学生的人，对学生智力的发展有着重要的责任 If the development of intelligence relies on external stimulation, te