資優兒童的需要
1. School Placement
Gifted children generally benefit by spending at least some time in the classroom with children of similar abilities. Their educational program should be designed to foster progress at their own rate of development. Parents who become involved with the school can help administrators and teachers be responsive to the needs of these children. Open, flexible environments provide students with opportunities for choices, and enhance independence and creativity. "In Search of the Perfect Program" (Silverman & Leviton, 1991) includes a checklist of specific qualities to look for in a school. Early entrance or other forms of acceleration may be considered when the school gifted program is not sufficiently challenging or when there is no opportunity for gifted children to be grouped with age peers who are intellectually advanced. Early entrance is the easiest form of acceleration, academically and socially. It may be best to accelerate girls before third grade or after ninth grade, when they are less bonded to their peer group. Boys are usually more willing to skip grades at any point in their school program. Excellent guidelines for acceleration are provided by Feldhusen (1992). When a child expresses a willingness to be accelerated, the chances are good that an excellent social adjustment will be made. In the preschool and primary years, mixed-aged groupings are beneficial, as long as the gifted child is not the oldest in the group. Gifted, creative boys are often held back in the primary years because of so-called "immaturity"--the inability to socialize with age peers who are less developmentally advanced. When a 5-year-old boy with an 8-year-old mind cannot relate to 5-year-olds, nothing is gained by having him repeat a grade: he is then a 6-year-old with a 9-year-old mind trying to relate to 5-year-olds! The best solution is to find him true peers--boys his own age who are intellectually advanced. Retention is NOT recommended.
2. 為 何 要 辦 資 優 教 育 ?
Gifted children generally benefit by spending at least some time in the classroom with children of similar abilities. Their educational program should be designed to foster progress at their own rate of development. Parents who become involved with the school can help administrators and teachers be responsive to the needs of these children. Open, flexible environments provide students with opportunities for choices, and enhance independence and creativity. "In Search of the Perfect Program" (Silverman & Leviton, 1991) includes a checklist of specific qualities to look for in a school. Early entrance or other forms of acceleration may be considered when the school gifted program is not sufficiently challenging or when there is no opportunity for gifted children to be grouped with age peers who are intellectually advanced. Early entrance is the easiest form of acceleration, academically and socially. It may be best to accelerate girls before third grade or after ninth grade, when they are less bonded to their peer group. Boys are usually more willing to skip grades at any point in their school program. Excellent guidelines for acceleration are provided by Feldhusen (1992). When a child expresses a willingness to be accelerated, the chances are good that an excellent social adjustment will be made. In the preschool and primary years, mixed-aged groupings are beneficial, as long as the gifted child is not the oldest in the group. Gifted, creative boys are often held back in the primary years because of so-called "immaturity"--the inability to socialize with age peers who are less developmentally advanced. When a 5-year-old boy with an 8-year-old mind cannot relate to 5-year-olds, nothing is gained by having him repeat a grade: he is then a 6-year-old with a 9-year-old mind trying to relate to 5-year-olds! The best solution is to find him true peers--boys his own age who are intellectually advanced. Retention is NOT recommended.
2. 為 何 要 辦 資 優 教 育 ?
- 發 展 個 人 潛 能 。
- 發 掘 國 家 的 寶 藏 ， 促 進 國 家 社 會 的 建 設 。 ( 功 能 論 )
- 使 資 優 者 的 潛 能 發 展 於 正 途 ， 不 至 於 對 社 會 造 成 危 害 。