一篇关于国外天才儿童教育教学方法及模型的总结

A personalized model design for gifted children’

education

Ⅰ、Summery

This article was written by Gabriela Kelemen, who worked in “Aurel Vlaicu” University of Arad. In 2010 this article was published in《Procedia Social and Behavioral Sciences》on page 3981-3987.

In this paper the author’s interest is directed on pedagogy for gifted children. Gifted are exceptional children with special qualities and needs and we try showing our preoccupations towards the problematic of children with high potential towards finding the most adequate methods for developing their potential according with their interest. This aspect is marked by the necessity of recognizing individual differences.

Gifted children need adequate educational opportunities to develop their inborn aptitude potential. So that the writer tried to draw a model which could be implemented to the level of gifted children in order to develop their inborn potentials. In this study, the author concentrate upon a methodology that combines several methods: amplification, enrichment of the curriculum, blending with differentiation/individualization of instruction in heterogeneous levels classes and mentoring outside classes, which the author integrate into a formative strategy called by us Personalized Model of Education for Gifted Children. The main components of this special methodology are: enrichment of the curriculum, differentiation of instruction and mentoring for gifted children. The author think that the activities

proposed will be implemented as special academic programs in the regular classroom, or as a pull in/out-of class programs. The list of the full curriculum units is based on selections from the domains of interest of the gifted children: music, art, math, language, chemistry, physics, and many others. He believed that the students will be able to develop their inborn aptitude with using this method. Ⅱ、Analysis

The background of this article we started from was the idea that not always does high intelligence correlate with good learning results. On the contrary, didactic practice has demonstrated that, usually, gifted children, due to their special psychological profile, meet with difficulties in mass school activity. In order to optimally turn to account the potentialities of gifted children, the author has put forth a didactic model of formative intervention called The Personalized Model of Education for Gifted Children.

In this article，the author introduced this model from the point of view of different.

In the first part, the author introduced carefully Characteristics of the instructive-educational process with gifted children. He believe that gifted children are driven by a special curiosity, they are eager to understand the way the whole universe operates, being capable of imagining improvements or reforms, of producing socially useful values. Therefore, the educational programs for the gifted must conform to the specific characteristics of their thinking which:

-brings forth problems and ask vital questions which are

formulated clearly and precisely;

-collects and assesses relevant information using abstractions in their interpretation;

-reaches well thought-out conclusions and solutions, testing them by relevant criteria and standards;

-thinks openly and non-dogmatically within alternative thinking systems, recognizing and assessing own presuppositions, implications, and consequences;

-communicates effectively with others, building solutions to various problems.

In the second part, the author main discuss that Strategies for the education of children capable of higher performances in extracurricular contexts. In this part there are three contents--- Adaptation of the curriculum for gifted children; Designing the intervention program; Description of the Model —major psycho pedagogical coordinate. In the first content, he describe the adoption of the law concerning gifted children in Romania, reference is made to a differentiated curriculum, as the modality of adapting objectives, content, didactic teaching, learning and assessment strategies to ability possibilities, at the level of cognitive affective and motor possibilities, to the learning rate and style of gifted children, capable of high performance. In the second content, Specialists have worked out many methods and procedures in the education of gifted children field: enrichment of the curriculum, acceleration of studies, precocious admission to schools, skipping a grade, special classes, grouping of children by level of study, the

autonomous learning model, the graceless school, compression of the curriculum, telescoping of studies, the credits system, extra-curricular activities, etc .the author combine above many methods—A personalized model design for gifted children’ education.

In the third content, he described the Model—major psycho pedagogical coordinates from different perspective. Firstly, he described the strengths of the program and the functional perspective of the program. It includes three aspects of content-qualities of the curriculum; characteristics of curriculum design. The author believed that the content of curriculum design should focus on the following;

- Enrichment of the knowledge of the gifted in the domain of interest;

- Development of strategies for efficient approach to contents. Secondly, he represented the model from Structural perspective of the training program. In this part, he thought all components of the curricular content used in working out the program must observe the national policies and strategies concerning the development of the gifted,

And

the

program

will

be

directed

to

interactive/active-participative methods, and all the activities carried out with the gifted must use modern learning techniques and use interactive-participative methods that should lead to the development of the competences of the gifted.

Lastly, he represented the model from the operational perspective. such as, the functional perspective of the program; Structural perspective of the training program; operational perspective.

In the last part of the article, to overcome potential shortcomings and for the successful implementation of these proposes ,the author think a rigorous management of the training program is required, so he Put forward some Suggestions and opinions .such as, This model must be applied on the basis of special school programs, adapted and developed in the domain of interest of the gifted, programs built by trainers with long classroom experience and remarkable results in the process of education. Ⅲ、comment

In my opinion，this study is a new object. The research object is gifted children. Gifted are exceptional children with special qualities and needs, the traditional mode of learning can't meet their learning needs.

The premise the author started from was the idea that not always does high intelligence correlate with good learning results. On the contrary, didactic practice has demonstrated that, usually, gifted children, due to their special psychological profile, meet with difficulties in mass school activity. In order to optimally turn to account the potentialities of gifted children, we have put forth a didactic model of formative intervention called The Personalized Model of Education for Gifted Children.

This model can provide adequate educational opportunities to develop their inborn aptitude potential, It is very significant.

This article described the model from different perspectives and focus on the three aspects of content in the model. Enrichment of the

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