劍橋雅思10Test2閱讀Passage2原文翻譯 Gifted children and learning
2024-04-03 16:08:08 來源：中國教育在線
劍橋雅思10Test2閱讀Passage2原文翻譯 Gifted children and learning
劍橋雅思10 Test2 Passage2閱讀原文翻譯
段落A
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”通常由一般智商測驗(yàn)（即智商測驗(yàn)）的分?jǐn)?shù)來確定。他們的分?jǐn)?shù)高于選定的分界點(diǎn)，通常在最高的2-5％左右。兒童的教育環(huán)境有助于提高智商和智力的使用方式。例如，研究發(fā)現(xiàn)孩子的智商與其家庭教育存在十分緊密的正向聯(lián)系（Freeman，2010）。兒童智商越高，尤其是在130以上的時(shí)候，其家庭教育背景的質(zhì)量越好。該質(zhì)量由家庭中與父母之間的語言互動(dòng)，圖書數(shù)量，以及各項(xiàng)活動(dòng)決定。因?yàn)橹巧虦y試一定會(huì)受到孩子所學(xué)知識(shí)的影響，所以它們在某種程度上是根據(jù)年齡狀況衡量當(dāng)前成就的標(biāo)準(zhǔn)；也就是說，孩子們在測試條件下能夠多好的利用所學(xué)到的知識(shí)和道理。例如，詞匯方面就取決于是否聽到過這些單詞。但是智商測試既不能識(shí)別學(xué)習(xí)和思考的過程，也不能預(yù)測創(chuàng)造力。
段落B
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.
沒有適當(dāng)?shù)膸椭?，卓越就不?huì)出現(xiàn)。要在任何領(lǐng)域達(dá)到極高的水平，即便是非常有能力的孩子也需要學(xué)習(xí)方法，這包括練習(xí)材料和集中的有挑戰(zhàn)的教學(xué)，以及對他們追求夢想的鼓勵(lì)。與能力一般或者年齡較大的學(xué)生相比，智力較高的人的思維方式似乎存在質(zhì)的差異。對于前者來說，老師所施加的外部管理會(huì)彌補(bǔ)內(nèi)在管理的缺失。為了最有效地進(jìn)行自我管理，可以幫助所有孩子尋找他們自己的學(xué)習(xí)方式（元認(rèn)知），這包括計(jì)劃、監(jiān)督、評(píng)價(jià)以及選擇學(xué)習(xí)內(nèi)容的策略。情緒意識(shí)也是元認(rèn)知的一部分。所以應(yīng)該幫助兒童了解他們在學(xué)習(xí)領(lǐng)域中的感受，如好奇心或者自信心等。
段落C
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.
研究發(fā)現(xiàn)，高成就者與低成就者相比，會(huì)更頻繁、更有效地使用自我調(diào)節(jié)的學(xué)習(xí)策略，并能夠更好地將這些策略應(yīng)用于處理不熟悉的任務(wù)。在一些兒童中，這種情況出現(xiàn)的程度很高，以至于他們似乎在特定的領(lǐng)域展現(xiàn)出天賦。對高能兒童思維過程研究的概述將老師的問題簡明的表述了出來，“如果有天賦的孩子只是思考的更快，那么我們也只需要教的更快就好。如果他們只是更少犯錯(cuò)，那么我們就可以縮短練習(xí)的時(shí)間”。但當(dāng)然，事實(shí)并非完全如此?？紤]到個(gè)體思維的多種方式，學(xué)習(xí)和教學(xué)方法必須有所調(diào)整。
段落D
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 teacher 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.
然而，即便是自學(xué)，有天賦的人也仍然需要一些來自老師的幫助。相反，喜歡過度指導(dǎo)的老師會(huì)消除他們有天賦的學(xué)生的學(xué)習(xí)自主性。雖然填鴨式教育能夠產(chǎn)生極高的考試分?jǐn)?shù)，但它們并非總是伴隨著同樣令人印象深刻的人生成功。對老師的過度依賴可能會(huì)有失去自主和發(fā)現(xiàn)動(dòng)力的風(fēng)險(xiǎn)。但是，當(dāng)老師幫助學(xué)生反思自己的學(xué)習(xí)和思考活動(dòng)時(shí)，他們會(huì)增強(qiáng)學(xué)生的自我調(diào)節(jié)能力。對于年齡尚小的孩子來說，這可能只是一個(gè)簡單的問題：“你今天學(xué)到了什么？” 這有助于他們認(rèn)識(shí)自己在做什么。鑒于教育的基本目標(biāo)是將學(xué)習(xí)的控制權(quán)從教師轉(zhuǎn)移給學(xué)生，提高學(xué)生的學(xué)習(xí)技能應(yīng)該是學(xué)校經(jīng)歷的主要成果，特別是對于能力較強(qiáng)的學(xué)生來說。有許多新方法可以提供幫助，例如由孩子發(fā)起學(xué)習(xí)，有能力的同伴進(jìn)行輔導(dǎo)等。研究發(fā)現(xiàn)這種做法對來自貧困地區(qū)的聰明孩子特別有用。
段落E
But scientific progress is not all theoretical, knowledge is also 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)進(jìn)步并不全是理論上的，知識(shí)對于出色的表現(xiàn)也至關(guān)重要：對某個(gè)特定領(lǐng)域了解很多的人比不了解該領(lǐng)域的人取得的成就更高（Elshout ，1995）。Simonton與創(chuàng)新科學(xué)家進(jìn)行的研究讓他得出以下結(jié)論，在特定水平之上，由于學(xué)習(xí)和練習(xí)所需要的大量時(shí)間與精力，諸如獨(dú)立一類的性格似乎比智力技能更有助于達(dá)到專業(yè)的最高水平。研究與創(chuàng)新的科學(xué)家由西蒙頓（1988年），為他帶來了這樣的結(jié)論：超過一定水平高，等特點(diǎn)，獨(dú)立性似乎有助于更達(dá)不到智力技能專長的最高水平，因?yàn)樾枰獣r(shí)間和精力的巨大需求學(xué)習(xí)和練習(xí)。各種形式的創(chuàng)造力都可以看作是專業(yè)與高層次動(dòng)力的混合。
段落F
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 in 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.
總的來說，學(xué)習(xí)受到個(gè)體與他人的影響。積極情緒促進(jìn)學(xué)習(xí)的創(chuàng)造性，而消極情緒則會(huì)抑制它。例如，恐懼會(huì)限制好奇心的發(fā)展，而好奇心是科學(xué)發(fā)展的強(qiáng)大力量，因?yàn)樗ぐl(fā)解決問題的行為。在Boekaerts （1991）對高智商和成就卓越的孩子的學(xué)習(xí)情緒的回顧中，她發(fā)現(xiàn)情緒的力量可以駕馭。他們不僅好奇，而且常?？释刂骗h(huán)境，提高學(xué)習(xí)效率并增加自己的學(xué)習(xí)資源。
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