珀斯代写assignment:布兰德等人

2017-06-02 01:25

此外，布兰德等人。（1994）将应变能力的特殊特性作为贫穷背景儿童特殊能力和天赋的指标。在这方面，标记等。（1996）提出许多有天赋和有天赋的学习者区分课程的原则，支持个人能力的发展。他们指的是学习环境，促进独立性，灵活性和高流动性作为潜在的更有前途的培养个人的才华比传统的以教师为中心的教室，专注于讲座与学术内容。然而，一些研究人员感到遗憾的是，研究天赋有所偏颇，有主要集中在智力相关的能力，解决学术技能，并通过或简单的忽略等基本技能职业技能（BAL，1999），在日常生活中实践智慧（斯腾伯格，2000），并且，最重要的是，社会技能（Persson，1997）。动机是另一个问题，一直专注于研究天才儿童。根据斯腾伯格（2000），一些理论描述动机为协助内部因素在天才的扩张。其中一个理论是天赋是激励Gage的动力理论、意志和自我管理人际的催化剂，帮助将礼品为人才。然而，这些理论并没有为青少年高动力发展提供指导。为此，一些研究者（例如，Colangelo等人。2000；alrasheed，2001）认为，优秀的学生应确定和上级给定的任务比正常的学校课程。Renzulli（1999）的观点是，有天赋的学生应该是知识的生产者而不是消费者的现有信息。他认为，为天才和天才提供的具体方案和服务是唯一能让他们发挥潜能的方法。这个想法是由赖斯等人进一步支持（1995）的人认为这是不公平的让有天赋的孩子坐在一间教室里，学习新的东西，将在今年下半年的发生。
珀斯代写assignment:布兰德等人
Also, Bland et al. (1994) refer to specific characteristics of resilience as an indicator of exceptional abilities and talent regarding children from poor backgrounds. In this regard, Marker et al. (1996) propose that numerous of the principles of distinguishing curriculum for gifted and talented learners support the development of personal talent. They refer to learning environments that foster independence, flexibility and high mobility as being potentially more promising for fostering personal talents than the more traditional teacher-centred classrooms that concentrate on lectures with academic content. However, some researchers regret the fact that research on giftedness has been somewhat biased, having mainly concentrated on IQ-related abilities that address academic skills, and by-passing or simply ignoring other basic skills such as vocational skills (Bals, 1999), practical intelligence in everyday life (Sternberg, 2000), and, most importantly, social skills (Persson, 1997). Motivation is another issue that has been the focus of research with regard to gifted children. According to Sternberg (2000), some theories depict motivation as an assisting internal factor in the expansion of giftedness. One of these theories is Gage's dynamic theory of giftedness which depicts motivation, volition and self-management as interpersonal catalysts that help convert gifts into talents. However, these theories have failed to provide guidance in assisting youths of high ability to develop motivation. For this reason, some researchers (for example, Colangelo et al. 2000; Alrasheed, 2001) believe that talented students should be identified and given tasks at a higher level than the normal school curriculum. Renzulli (1999b) is of the opinion that gifted students should be producers of knowledge rather than mere consumers of existing information. He believes that specific programmes and services for the talented and gifted are the only solution to allow them to live up to their potential. This idea is further supported by Reis et al (1995) who argues that it is not fair to make a gifted child sit in a classroom where learning something new will not happen until the second half of the year.

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