一篇关于国外天才儿童教育教学方法及模型的总结.docx
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一篇关于国外天才儿童教育教学方法及模型的总结.docx
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一篇关于国外天才儿童教育教学方法及模型的总结
一篇关于国外天才儿童教育教学方法及模型的总结
Apersonalizedmodeldesignforgiftedchildren’ education Ⅰ、Summery ThisarticlewaswrittenbyGabrielaKelemen,whoworkedin“AurelVlaicu”UniversityofArad.In2010thisarticlewaspublishedin《ProcediaSocialandBehavioralSciences》onpage3981-3987. Inthispapertheauthor’sinterestisdirectedonpedagogyforgiftedchildren.Giftedareexceptionalchildrenwithspecialqualitiesandneedsandwetryshowingourpreoccupationstowardstheproblematicofchildrenwithhighpotentialtowardsfindingthemostadequatemethodsfordevelopingtheirpotentialaccordingwiththeirinterest.Thisaspectismarkedbythenecessityofrecognizingindividualdifferences. Giftedchildrenneedadequateeducationalopportunitiestodeveloptheirinbornaptitudepotential.Sothatthewritertriedtodrawamodelwhichcouldbeimplementedtothelevelofgiftedchildreninordertodeveloptheirinbornpotentials.Inthisstudy,theauthorconcentrateuponamethodologythatcombinesseveralmethods:
amplification,enrichmentofthecurriculum,blendingwithdifferentiation/individualizationofinstructioninheterogeneouslevelsclassesandmentoringoutsideclasses,whichtheauthorintegrateintoaformativestrategycalledbyusPersonalizedModelofEducationforGiftedChildren.Themaincomponentsofthisspecialmethodologyare:
enrichmentofthecurriculum,differentiationofinstructionandmentoringforgiftedchildren.Theauthorthinkthattheactivities proposedwillbeimplementedasspecialacademicprogramsintheregularclassroom,orasapullin/out-ofclassprograms.Thelistofthefullcurriculumunitsisbasedonselectionsfromthedomainsofinterestofthegiftedchildren:
music,art,math,language,chemistry,physics,andmanyothers.Hebelievedthatthestudentswillbeabletodeveloptheirinbornaptitudewithusingthismethod.Ⅱ、Analysis Thebackgroundofthisarticlewestartedfromwastheideathatnotalwaysdoeshighintelligencecorrelatewithgoodlearningresults.Onthecontrary,didacticpracticehasdemonstratedthat,usually,giftedchildren,duetotheirspecialpsychologicalprofile,meetwithdifficultiesinmassschoolactivity.Inordertooptimallyturntoaccountthepotentialitiesofgiftedchildren,theauthorhasputforthadidacticmodelofformativeinterventioncalledThePersonalizedModelofEducationforGiftedChildren. Inthisarticle,theauthorintroducedthismodelfromthepointofviewofdifferent. Inthefirstpart,theauthorintroducedcarefullyCharacteristicsoftheinstructive-educationalprocesswithgiftedchildren.Hebelievethatgiftedchildrenaredrivenbyaspecialcuriosity,theyareeagertounderstandthewaythewholeuniverseoperates,beingcapableofimaginingimprovementsorreforms,ofproducingsociallyusefulvalues.Therefore,theeducationalprogramsforthegiftedmustconformtothespecificcharacteristicsoftheirthinkingwhich:
-bringsforthproblemsandaskvitalquestionswhichare formulatedclearlyandprecisely; -collectsandassessesrelevantinformationusingabstractionsintheirinterpretation; -reacheswellthought-outconclusionsandsolutions,testingthembyrelevantcriteriaandstandards; -thinksopenlyandnon-dogmaticallywithinalternativethinkingsystems,recognizingandassessingownpresuppositions,implications,andconsequences; -communicateseffectivelywithothers,buildingsolutionstovariousproblems. Inthesecondpart,theauthormaindiscussthatStrategiesfortheeducationofchildrencapableofhigherperformancesinextracurricularcontexts.Inthisparttherearethreecontents---Adaptationofthecurriculumforgiftedchildren;Designingtheinterventionprogram;DescriptionoftheModel—majorpsychopedagogicalcoordinate.Inthefirstcontent,hedescribetheadoptionofthelawconcerninggiftedchildreninRomania,referenceismadetoadifferentiatedcurriculum,asthemodalityofadaptingobjectives,content,didacticteaching,learningandassessmentstrategiestoabilitypossibilities,atthelevelofcognitiveaffectiveandmotorpossibilities,tothelearningrateandstyleofgiftedchildren,capableofhighperformance.Inthesecondcontent,Specialistshaveworkedoutmanymethodsandproceduresintheeducationofgiftedchildrenfield:
enrichmentofthecurriculum,accelerationofstudies,precociousadmissiontoschools,skippingagrade,specialclasses,groupingofchildrenbylevelofstudy,the autonomouslearningmodel,thegracelessschool,compressionofthecurriculum,telescopingofstudies,thecreditssystem,extra-curricularactivities,etc.theauthorcombineabovemanymethods—Apersonalizedmodeldesignforgiftedchildren’education. Inthethirdcontent,hedescribedtheModel—majorpsychopedagogicalcoordinatesfromdifferentperspective.Firstly,hedescribedthestrengthsoftheprogramandthefunctionalperspectiveoftheprogram.Itincludesthreeaspectsofcontent-qualitiesofthecurriculum;characteristicsofcurriculumdesign.Theauthorbelievedthatthecontentofcurriculumdesignshouldfocusonthefollowing; -Enrichmentoftheknowledgeofthegiftedinthedomainofinterest; -Developmentofstrategiesforefficientapproachtocontents.Secondly,herepresentedthemodelfromStructuralperspectiveofthetrainingprogram.Inthispart,hethoughtallcomponentsofthecurricularcontentusedinworkingouttheprogrammustobservethenationalpoliciesandstrategiesconcerningthedevelopmentofthegifted, And the program will be directed to interactive/active-participativemethods,andalltheactivitiescarriedoutwiththegiftedmustusemodernlearningtechniquesanduseinteractive-participativemethodsthatshouldleadtothedevelopmentofthecompetencesofthegifted. Lastly,herepresentedthemodelfromtheoperationalperspective.suchas,thefunctionalperspectiveoftheprogram;Structuralperspectiveofthetrainingprogram;operationalperspective. Inthelastpartofthearticle,toovercomepotentialshortcomingsandforthesuccessfulimplementationoftheseproposes,theauthorthinkarigorousmanagementofthetrainingprogramisrequired,sohePutforwardsomeSuggestionsandopinions.suchas,Thismodelmustbeappliedonthebasisofspecialschoolprograms,adaptedanddevelopedinthedomainofinterestofthegifted,programsbuiltbytrainerswithlongclassroomexperienceandremarkableresultsintheprocessofeducation.Ⅲ、comment Inmyopinion,thisstudyisanewobject.Theresearchobjectisgiftedchildren.Giftedareexceptionalchildrenwithspecialqualitiesandneeds,thetraditionalmodeoflearningcan’tmeettheirlearningneeds. Thepremisetheauthorstartedfromwastheideathatnotalwaysdoeshighintelligencecorrelatewithgoodlearningresults.Onthecontrary,didacticpracticehasdemonstratedthat,usually,giftedchildren,duetotheirspecialpsychologicalprofile,meetwithdifficultiesinmassschoolactivity.Inordertooptimallyturntoaccountthepotentialitiesofgiftedchildren,wehaveputforthadidacticmodelofformativeinterventioncalledThePersonalizedModelofEducationforGiftedChildren. Thismodelcanprovideadequateeducationalopportunitiestodeveloptheirinbornaptitudepotential,Itisverysignificant. Thisarticledescribedthemodelfromdifferentperspectivesandfocusonthethreeaspectsofcontentinthemodel.Enrichmentofthe
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