资优生定义.ppt

世界各地對絕頂聰明及才華顯赫兒童及青少年的不同稱謂 中國: 超常, 尖子, 神童, 優才 東南亞: 高才, 英才, 天才, 資優 北美: 天資, 才華, 卓越 歐美: 高能力, 高潛質 新紀元: 包容多元化潛能, 人皆有才, 天生我才必有用 任汝理三環模式 Renzulli’s Three-Ring Model 資優人士顯示的三項行為特質 中上智能 豐富創造力: 具創造性思考及創造產品的實踐能力 工作的熱忱: 積極的學習動機, 專注精神, 努力不懈的堅持能力 其他: 積極的自我概念, 成就動機, 特殊才能 成績好 = 資優生 ? 記憶力好 輕鬆學習 聽話 自我滿足 喜歡同齡兒童 推理能力強 覺得無聊: 早就知到答案 情緒強烈, 意見很多 對自我要求很高 (完美主義者) 喜歡大人或年紀較大兒童 資優兒童成長的困擾 太高的期望 太貪心/學或做得太多了 手足間的問題 我是外星人---無人了解我 被冠上標籤嘲笑 : 怪胎, 人頭電腦, 愛因斯坦, 老師的寵物, 招積仔 你對資優女孩困擾知多少? 害怕展露她們的才華 擔心其他同學認為她們怪或高傲 擔心男同學認為她們頭腦太好而妒忌她們, 甚至交不到男朋友 有視覺藝術天份的資優女孩很多是反傳統, 反叛, 拒絕和家人建立良好關係, 對異性較開放 掩飾自己來換取友誼 習慣遷就淺易課程, 最後不願接受或逃避能應付的高層次課程 你對資優男孩困擾知多少? 被嘲笑 聰明而好動者被標籤為過度活躍, 注意力欠缺, 不正常, 搗蛋鬼: 頑劣學生 同齢小孩要你配合 過高的期望, 過多的作業, 過重的責任 壓抑自己的感情 不受歡迎 孤獨感: 老師無暇單獨照顧他, 與其他同學無共通話題 Differentiated Curriculum區分課程 CARPET PATCH Differentiation by outcome Differentiation using common tasks Common tasks with focused support Extension work – differentiation by adding more Differentiation by task Teacher-managed – different set tasks Teacher-managed – adjustment to different tasks Pupil- managed – choosing different tasks Generic task – “automatic” adjustment to different needs Teamwork – different roles Differentiation by learning style Catering pupils’ needs using a wide variety of learning and teaching strategies Other considerations— Grouping of pupils Homework Assessment Allowing pupils to do different things, matched to their abilitiesMatching learning activities to the needs of all learners, including those who need challenging at the highest level C = Curriculum content (increase or decrease in terms of quantity, depth and complexity) A = Activities (vary the difficulty of tasks) R = Resource materials (select or create a variety of different instructional materials) P = Products from lessons (students to produce different output according to abilities, interests etc.) E = Environment (set-up to support more individualized work e.g. CAL, Learning Centres) T = Teaching strategies (needless to say or elaborate!) P = Pace (teaching pace or