本文旨在探討成功智能的理論涵義、發展模式與其對教育實務的啟示。根據Sternberg智能理論的論述與研究，成功智能的運作源自於個體對分析、創造、實用智能的相互為用，進而發揮在個體對不同利益與複雜環境的巧妙處置反應。具有成功智能者能追求個人重要價值目標而不違背公眾利益福祉，善於把握時勢展現自己專長，並在社會文化的限制下找到生存之道。這種有別以往的智能觀啟示教育實務工作者，藉由分析性、創造性、實用性教學去啟發學生重建學習型態；發展統整評量系統，引導學生發現並善用專長；建立支持性文化結構，以協助學生成功的適應、塑造或選擇環境。

　　　　　The purpose of this paper is to explore theoretical construction of successful intelligence, its developmental model, and its implication on educational practice. According to Sternberg's intelligence discourse and research, successful intelligence people week balancing of different interests and responses to environment through finding a balance in their use of analytical, creative, and practical intelligence. People who possess successful intelligence are smart at achieving personally valued goals and common good; they know how to make the most of what they do well and how to find ways to work around sociocultural limitations. These broader conceptualizations of intelligence have several implications: 1.Teaching analytically, creatively, and practically to reorganize the learning pattern of students; 2.Creating integrated assessment system to enable students to identify and capitalize on their strengths; 3.Building a supporting structure of culture to help students adapt to, shape, and select environemtns.