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以上，一般都是在最前的2%-5%。小孩的教育環境是對IQ測試和他們用自己的智慧的方法做出了很大的貢獻。像是：當IQ測試的結果更他們的家庭的規定作比較會發現他們是正相當（佛里曼，2010）。小孩的IQ越高，特別是在超過130的分數，他們的，教育背景質量越好。這個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的回報來做評判的。因為IQ測試是由孩子學到了什么來來影響做出的決定，他們是會根據年齡范圍來來測量他們的學習程度。那就是，孩子們是多好的學習和操縱自己的學問和知道測試范圍內的專有技術。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習的進程，又不能或預知你的創新力。

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.

優秀不會再沒有適當的幫助下自然的冒出。在任何區域里達到一個可接受的高標準是非常需要小孩有正確的學習方法。例如包括需要學習材料，專注的擁有挑戰教學，和去追隨自己的理想的鼓舞。學生展現出的質量不同，呈現在以下方面：學霸和年齡的學生，能力中等的學生的差別。對于學習能力差的學生，老師給的外部管理可以補償缺失的內部管理的缺失。讓自我的調節變的有效，所有的小孩都可以被幫助來識別出自己的學習方法（自我認知），包括計劃的策略，檢測，分析，和選擇學習什么。情感上的意識也是自我認知的一點。所以，小孩因該在學習方面上被幫助，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，會更經常和更有效用自我調節的學習方法，和更好的運用和調整這個方式來面對不熟悉的任務。這對一些孩子發生的程度如此的大，以至于，孩子們開始示范在特定的區域顯示自己的才能。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，我們就可以教多一點，如果他們犯的錯誤少，那我們就可以少做幾道練習。但，這不是一直的例子。在教學和學習上，都要做調整。來考慮到個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，要能自己學習，有天才要得到老師的支持。相反的，傾向于過多指導可以減少天才學生的學習自制力。盡管“填鴨式學習法”會產出極高的考試分數，但這不一定能取得不朽的成功。過多的依賴于老師會有風險失去自治和發現的動力。然而，如果老師幫助學生來反思出自己的學習方式和思考。對于小孩，就是我今天學到了什么？這幫助他們識別出他們在做什么。給一個基本的教育目標，就是去把的老師控制的學習編程學生控制的學習。提升學生的學習方法因該是學校的經驗的結果，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，能力同伴輔導等。人們發現這些辦法，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，科學的進程不是只停留在理論上，學問也是體現在個人的表現上。一個在單個領域很突出的人會比那些沒有這項優勢的人會更有可能達到更高的成就。（Elshout 1995）(Simonton在1988跟有創造力的科學家做出了研究，從而了一個結論：因為學習和做練習要占用的很多時間和盡力，所以智力技能不會比向獨立一樣的性格，在特定的高級別之上，更多的給達到特定的專業高成績做出貢獻。１９９３年，Weisberg說道，各種的創造里就是專業的知識，和高度的動力的融合。

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：學習是有來自個人和他人的感情所影響。一些正面的感情，像是解決問題的動力，這是在科學進展上的一股強大力量，好奇心，可能會被害怕所牽制。在Boekaerts的1991的回顧高IQ和學習很快的小孩的學習時，他發現，感情被利用起來了。他們不僅有好奇心，也有控制當前的環境的強烈欲望，提升學習的效率，和提升自己的學習資源。