雅思閱讀雙語（gifted children and learning）

雅思真題10卷test2,閱讀2

Internationally, 'giftedness' is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children's educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children's IQ scores were compared with their home educational provision (Freeman, 2010). The higher the children's IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.

國際上，“天才”一般都是一個(gè)由眾所周知的IQ測試，普遍的智商測試來判斷。天才一般是在分界點(diǎn)以上，一般都是在最前的2%-5%。小孩的教育環(huán)境是對IQ測試和他們用自己的智慧的方法做出了很大的貢獻(xiàn)。像是：當(dāng)IQ測試的結(jié)果更他們的家庭的規(guī)定作比較會(huì)發(fā)現(xiàn)他們是正相當(dāng)（佛里曼，2010）。小孩的IQ越高，特別是在超過130的分?jǐn)?shù)，他們的，教育背景質(zhì)量越好。這個(gè)教育背景是通過在家里跟家長的談話，閱讀的書籍，和在家里舉行的活動(dòng)的回報(bào)來做評判的。因?yàn)镮Q測試是由孩子學(xué)到了什么來來影響做出的決定，他們是會(huì)根據(jù)年齡范圍來來測量他們的學(xué)習(xí)程度。那就是，孩子們是多好的學(xué)習(xí)和操縱自己的學(xué)問和知道測試范圍內(nèi)的專有技術(shù)。例如，單詞的方面，是依賴于聽過一些詞。但是，IQ測試即不能識別出你學(xué)習(xí)的進(jìn)程，又不能或預(yù)知你的創(chuàng)新力。

Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition — and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning — metacognition — which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.

優(yōu)秀不會(huì)再?zèng)]有適當(dāng)?shù)膸椭伦匀坏拿俺觥Ｔ谌魏螀^(qū)域里達(dá)到一個(gè)可接受的高標(biāo)準(zhǔn)是非常需要小孩有正確的學(xué)習(xí)方法。例如包括需要學(xué)習(xí)材料，專注的擁有挑戰(zhàn)教學(xué)，和去追隨自己的理想的鼓舞。學(xué)生展現(xiàn)出的質(zhì)量不同，呈現(xiàn)在以下方面：學(xué)霸和年齡的學(xué)生，能力中等的學(xué)生的差別。對于學(xué)習(xí)能力差的學(xué)生，老師給的外部管理可以補(bǔ)償缺失的內(nèi)部管理的缺失。讓自我的調(diào)節(jié)變的有效，所有的小孩都可以被幫助來識別出自己的學(xué)習(xí)方法（自我認(rèn)知），包括計(jì)劃的策略，檢測，分析，和選擇學(xué)習(xí)什么。情感上的意識也是自我認(rèn)知的一點(diǎn)。所以，小孩因該在學(xué)習(xí)方面上被幫助，像是讓他們感到自信和好奇。

High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor's problem succinctly: 'If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice'. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.

高成就的人，一般比地成就低的人，會(huì)更經(jīng)常和更有效用自我調(diào)節(jié)的學(xué)習(xí)方法，和更好的運(yùn)用和調(diào)整這個(gè)方式來面對不熟悉的任務(wù)。這對一些孩子發(fā)生的程度如此的大，以至于，孩子們開始示范在特定的區(qū)域顯示自己的才能。研究高才能的孩子(Shore and Kanesky,1993)的思考思路，它簡便的簡明地提出教員的問題：如果天才思考的快一點(diǎn)，我們就可以教多一點(diǎn)，如果他們犯的錯(cuò)誤少，那我們就可以少做幾道練習(xí)。但，這不是一直的例子。在教學(xué)和學(xué)習(xí)上，都要做調(diào)整。來考慮到個(gè)體的思想的多種可能。

Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to 'overdirect' can diminish their gifted pupils' learning autonomy. Although 'spoon-feeding' can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers risks loss of autonomy and motivation to discover. However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils' self-regulation. For a young child, it may be just the simple question 'What have you learned today?' which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils' learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. There are quite a number of new methods which can help, such as child-initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.

但是，要能自己學(xué)習(xí)，有天才要得到老師的支持。相反的，傾向于過多指導(dǎo)可以減少天才學(xué)生的學(xué)習(xí)自制力。盡管“填鴨式學(xué)習(xí)法”會(huì)產(chǎn)出極高的考試分?jǐn)?shù)，但這不一定能取得不朽的成功。過多的依賴于老師會(huì)有風(fēng)險(xiǎn)失去自治和發(fā)現(xiàn)的動(dòng)力。然而，如果老師幫助學(xué)生來反思出自己的學(xué)習(xí)方式和思考。對于小孩，就是我今天學(xué)到了什么？這幫助他們識別出他們在做什么。給一個(gè)基本的教育目標(biāo)，就是去把的老師控制的學(xué)習(xí)編程學(xué)生控制的學(xué)習(xí)。提升學(xué)生的學(xué)習(xí)方法因該是學(xué)校的經(jīng)驗(yàn)的結(jié)果，特別是大的競爭力。那里有很多可以幫得上忙的新方法，兒童智力技能，能力同伴輔導(dǎo)等。人們發(fā)現(xiàn)這些辦法，在那些缺乏教育的地方，對聰明的孩子來說，是非常有用。

But scientific progress is not all theoretical, knowledge is a so vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).

但是，科學(xué)的進(jìn)程不是只停留在理論上，學(xué)問也是體現(xiàn)在個(gè)人的表現(xiàn)上。一個(gè)在單個(gè)領(lǐng)域很突出的人會(huì)比那些沒有這項(xiàng)優(yōu)勢的人會(huì)更有可能達(dá)到更高的成就。（Elshout 1995）(Simonton在1988跟有創(chuàng)造力的科學(xué)家做出了研究，從而了一個(gè)結(jié)論：因?yàn)閷W(xué)習(xí)和做練習(xí)要占用的很多時(shí)間和盡力，所以智力技能不會(huì)比向獨(dú)立一樣的性格，在特定的高級別之上，更多的給達(dá)到特定的專業(yè)高成績做出貢獻(xiàn)。１９９３年，Weisberg說道，各種的創(chuàng)造里就是專業(yè)的知識，和高度的動(dòng)力的融合。

To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. In Boekaerts' (1991) review of emotion the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency and increase their own learning resources.

總體來說：學(xué)習(xí)是有來自個(gè)人和他人的感情所影響。一些正面的感情，像是解決問題的動(dòng)力，這是在科學(xué)進(jìn)展上的一股強(qiáng)大力量，好奇心，可能會(huì)被害怕所牽制。在Boekaerts的1991的回顧高IQ和學(xué)習(xí)很快的小孩的學(xué)習(xí)時(shí)，他發(fā)現(xiàn)，感情被利用起來了。他們不僅有好奇心，也有控制當(dāng)前的環(huán)境的強(qiáng)烈欲望，提升學(xué)習(xí)的效率，和提升自己的學(xué)習(xí)資源。