双重特殊学生的发现、识别与教育支持  

Twice-exceptional Students:Recognition,Identification,and Educational Supports

作　　者：石梦良 鲁明辉 张啊媛 Shi Mengliang;Lu Minghui;Zhang Ayuan(School of Education,South China Normal University,Guangzhou 510631,China;College of Education,Guangzhou University,Guangzhou 510006,China;Teachers College,Beijing Union University,Beijing 100101,China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631 [2]广州大学教育学院,广东广州510006 [3]北京联合大学师范学院,北京100101

出　　处：《现代教育论丛》2025年第1期67-74,共8页Modern Education Review

基　　金：全国教育科学“十四五”规划2021年度教育部重点项目“生态系统理论视域下特殊儿童随班就读融合课程建构”(DHA210336)。

摘　　要：超常学生通常是具有卓越认知和学习能力的学生,他们中的部分人虽然在某个或某些领域有过人天赋,却同时兼有身心方面的缺陷或障碍。作为潜在的人才资源,若要实现因材施教,需要教育工作者准确把握他们的优势和障碍,运用能克服其障碍、发挥其潜能的教学策略,充分满足其教育需求。本文通过文献梳理,首先描述了双重特殊学生的基本样貌及常见特征,以帮助人们更好地发现和识别这些学生;然后从双重特殊学生的身心特征引出他们学业上面临的诸多挑战;最后从循证实践的理念出发,提出了支持性的教育策略。Gifted students are typically those with exceptional cognitive and learning abilities.Among them,some may possess extraordinary talents in one or more specific areas while simultaneously facing physical and mental disabilities and challenges.As potential talent resources,it is crucial for educators to accurately understand their strengths and obstacles,employ teaching strategies that can overcome their barriers and maximize their potential,thereby fully meeting their educational needs.This paper first describes the general profile and common characteristics of twiceexceptional students in the way of narrative literature review,so as to help educators identifying and recognizing these students.Then discusses the various academic challenges they face due to their physical and mental characteristics.Finally,based on the concept of evidence-based practice,it provides some supportive educational strategies for reference.

关 键 词：双重特殊学生 遮蔽效应 识别 循证实践 教育支持 

分 类 号：G763[文化科学—特殊教育学]