雅思阅读双语（gifted children and learning）

雅思真题10卷test2,阅读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.

国际上，“天才”一般都是一个由众所周知的IQ测试，普遍的智商测试来判断。天才一般是在分界点以上，一般都是在最前的2%-5%。小孩的教育环境是对IQ测试和他们用自己的智慧的方法做出了很大的贡献。像是：当IQ测试的结果更他们的家庭的规定作比较会发现他们是正相当（佛里曼，2010）。小孩的IQ越高，特别是在超过130的分数，他们的，教育背景质量越好。这个教育背景是通过在家里跟家长的谈话，阅读的书籍，和在家里举行的活动的回报来做评判的。因为IQ测试是由孩子学到了什么来来影响做出的决定，他们是会根据年龄范围来来测量他们的学习程度。那就是，孩子们是多好的学习和操纵自己的学问和知道测试范围内的专有技术。例如，单词的方面，是依赖于听过一些词。但是，IQ测试即不能识别出你学习的进程，又不能或预知你的创新力。

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.

优秀不会再没有适当的帮助下自然的冒出。在任何区域里达到一个可接受的高标准是非常需要小孩有正确的学习方法。例如包括需要学习材料，专注的拥有挑战教学，和去追随自己的理想的鼓舞。学生展现出的质量不同，呈现在以下方面：学霸和年龄的学生，能力中等的学生的差别。对于学习能力差的学生，老师给的外部管理可以补偿缺失的内部管理的缺失。让自我的调节变的有效，所有的小孩都可以被帮助来识别出自己的学习方法（自我认知），包括计划的策略，检测，分析，和选择学习什么。情感上的意识也是自我认知的一点。所以，小孩因该在学习方面上被帮助，像是让他们感到自信和好奇。

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，会更经常和更有效用自我调节的学习方法，和更好的运用和调整这个方式来面对不熟悉的任务。这对一些孩子发生的程度如此的大，以至于，孩子们开始示范在特定的区域显示自己的才能。研究高才能的孩子(Shore and Kanesky,1993)的思考思路，它简便的简明地提出教员的问题：如果天才思考的快一点，我们就可以教多一点，如果他们犯的错误少，那我们就可以少做几道练习。但，这不是一直的例子。在教学和学习上，都要做调整。来考虑到个体的思想的多种可能。

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，要能自己学习，有天才要得到老师的支持。相反的，倾向于过多指导可以减少天才学生的学习自制力。尽管“填鸭式学习法”会产出极高的考试分数，但这不一定能取得不朽的成功。过多的依赖于老师会有风险失去自治和发现的动力。然而，如果老师帮助学生来反思出自己的学习方式和思考。对于小孩，就是我今天学到了什么？这帮助他们识别出他们在做什么。给一个基本的教育目标，就是去把的老师控制的学习编程学生控制的学习。提升学生的学习方法因该是学校的经验的结果，特别是大的竞争力。那里有很多可以帮得上忙的新方法，儿童智力技能，能力同伴辅导等。人们发现这些办法，在那些缺乏教育的地方，对聪明的孩子来说，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，科学的进程不是只停留在理论上，学问也是体现在个人的表现上。一个在单个领域很突出的人会比那些没有这项优势的人会更有可能达到更高的成就。（Elshout 1995）(Simonton在1988跟有创造力的科学家做出了研究，从而了一个结论：因为学习和做练习要占用的很多时间和尽力，所以智力技能不会比向独立一样的性格，在特定的高级别之上，更多的给达到特定的专业高成绩做出贡献。１９９３年，Weisberg说道，各种的创造里就是专业的知识，和高度的动力的融合。

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.

总体来说：学习是有来自个人和他人的感情所影响。一些正面的感情，像是解决问题的动力，这是在科学进展上的一股强大力量，好奇心，可能会被害怕所牵制。在Boekaerts的1991的回顾高IQ和学习很快的小孩的学习时，他发现，感情被利用起来了。他们不仅有好奇心，也有控制当前的环境的强烈欲望，提升学习的效率，和提升自己的学习资源。