国外资优教育的发展及启示  

Development and Enlightenment of Gifted Education Abroad

作　　者：吴武典 WU Wutien(School of Educational Sciences,Lingnan Normal University Zhanjiang,Guangdong 524048;Department of Special Education,Taiwan Normal University,Taipei 10610)

机构地区：[1]岭南师范学院教育科学学院,广东湛江524048 [2]台湾师范大学特殊教育学系,中国台北10610

出　　处：《现代特殊教育》2023年第2期45-52,共8页Modern Special Education

摘　　要：资赋优异教育又称为“超常教育”“英才教育”“优才教育”。近年来,传统的单一类型资赋优异观念已逐渐为多元才能的理念所取代。所谓资赋优异,不但指智力优异,还包括学术性向、创造力、实用能力、整合能力、人事智能、领导才能、艺术才能及其他特殊才能的卓越。资优教育是一种适性教育,强调尊重学生的个性,其课程与教学必须多元而弹性;同时,必须重视学校与社区的环境因素,从生态心理学的角度发展资优教育。为使资优儿童和青少年有机会充分发展其潜能,未来应从基本观念、方案规划、教师增能、亲职效能、研究发展方面寻求改进或突破。Gifted education is also called“outstanding education”,“talented education”and“excellent education”.In recent years,the traditional concept of single type of giftedness has been gradually replaced by the concept of multiple intelligences.The so-called giftedness not only refers to intellectual excellence,but also includes academic aptitude,creativity,practical ability,integration ability,personnel intelligence,leadership,artistic ability and other special talents.Gifted education is a kind of adaptive education,emphasizing the respect for students’personality and its curriculum and teaching must be diversified and flexible;at the same time,it must pay attention to the environmental factors of school and community,and develop gifted education from the perspective of ecological psychology.In order to give gifted children and adolescents the opportunity to develop to their full potential,future improvements or breakthroughs should be sought in basic concepts,program planning,teacher empowerment,parental effectiveness,research and development.

关 键 词：资优(超常)教育 多元智能 个性 鉴定 生态心理学 

分 类 号：G763[文化科学—特殊教育学]