在NZ，Y4之前均没有正规统一的统考。只有Y4时，有些学校参加澳洲的ICAS考试，但也是自愿性质的。老大（7岁）学习积极性很高，非得让我去买试题来让她练习。昨天在等姐姐游泳训练，刚好有30分钟的空当，怕她无聊，就让小的（Y1，5岁多）做姐姐准备做的一份英文试题。结果让我大出意外，她认认真真在那做，20分钟后告诉我做好了，我对了答案，她做了35题（5题没做），竟然对了25题。还告诉我为什么她选A或是B等，她是如何想的。平时只知道她非常爱看书，但调皮捣蛋是多数时候。而这套题姐姐才做对35/40。弄得晚餐时间，给予老二很多表扬和鼓励。她觉得姐姐的题她都可以尝试了，非常开心。告诉我也要像姐姐一样努力，还要超过姐姐。今早起床后，像变了一人似的，动作比以往快了许多，早餐也认认真真在吃。吃完时间还早，又去看了半本书。并开创了8.40AM,提前15分钟到教室的记录.看着她一脸认真的样子，我想目标效应在幼儿教育中的作用真得很管用。
评论
评论
楼主定好什么时间来澳了吗？ 住的地区定了吗？ 欢迎欢迎啊
评论
时间可能是圣诞节前后，明年新学年开学前要settle down.目标学校是 Artarmon小学。正在找St Leonards区里的校网房。在此很感谢上广大的良师益友们的大量信息。
评论
"学习积极性很高，非得让我去买试题来让她练习" -- 这个境界我等了11年都没有等到
妹妹也强悍，5岁做4年级的题目！
看着论坛里神童辈出，本人甚感欣慰。我在想，是否应该另开一贴，让神童家长聚在一起聊聊，在家如何教育神童，如何配合学校充分发挥孩子潜力。。。
神童教育法则异于常人，这边一些大学的教育学课程已经将"gifted education" 分列出来作单项研讨。如果用普通教育理论和思路，对神童未必合适，说不定还耽误了神童发展。
出个神童不容易，他们更需要父母老师和社会的关爱和保护。
评论
【如果用普通教育理论和思路，对神童未必合适，说不定还耽误了神童发展。】
因为这个原因，我就路过了，呵呵。。。
评论
两个孩子真是太聪明了。
评论
谢谢D妈/美的 版主，恭喜恭喜喔！很期待在你的牵头带领下，更多精彩无限的好帖！
评论
赞成！推荐几个本论坛的牛娃：JuJu的大公子，清凉的花朵们，雪儿，V版的女儿，在水一方的女儿们，当然不能忘记玫瑰家的公子，还有，Christy_BJ的孩子数学非常厉害，嘟嘟兔天资聪颖，还有兔小D。下面同学请继续补充哪些被遗漏的有天份的孩子。
[ 本帖最后由 chermside 于 2010-6-1 10:51 编辑 ]
评论
旋木版主家的小L. 聪明又自律
CL2007的公子，代表澳洲参加数学奥赛
vont 的女儿
谁能把sharon du的妈妈拉来？
评论
兔小D 就算了，他11岁了，还在读6年级呢。
我理解为：
神童 = 可以做到超越年龄3-4岁的事
优秀生 = 可以把本年龄段应该做的事情做好（我们属于这一类）
我记得幼儿版有几个婴幼儿神童，例如M豆，1岁多可以认26个字母大小写。还有2-3岁就可以画很精细的画作，会多少多少的加减法。
评论
婴幼儿单独讨论比较好。中国已经在培训杜曼婴幼儿早教，效果是令人震惊的。 所有被采访的对象，都在一岁前学会了100以内的四则运算，在两岁前学会了认大部分的汉字。那是因为：婴儿在0-1岁时，智力的发展非常迅速，他的理解力、感知力、记忆力、集中力是最强的，更加令人不可思议的是，1岁以下婴儿甄别不同事物的能力远远超过成年人。杜曼婴幼儿早教就利用了这一特性，其目的不在于孩子学会了多少数学、文字，而是尽可能的挖掘大脑的潜力，对孩子今后的各方面能力发展都非常有帮助。
这不是广告，是我朋友参加了街道组织的“婴幼儿早教”以后，写的一篇博客。 由此我想，婴幼儿也许是有着特殊的办法去激发他们的大脑潜力的。
对D妈妈的提议 “开专贴讨论神童的教育”，我赞成，但我想提出不要把婴幼儿包括进来 （理由就是有很多这样的早教培训）。
[ 本帖最后由 chermside 于 2010-6-1 11:41 编辑 ]
评论
原来天才可以人工培植
评论
也不是人工培植啦。对“天才”的定义不一样。
很多早教，是尽可能地开发婴幼儿时期大脑的潜力，为将来打基础。目标不在婴幼儿认了多少字，会不会加减法。
评论
我不相信
评论
评论
How many Level One children are there in our schools? The average ability level of
different school districts and the schools within them can vary significantly. This will
always affect how many gifted children are expected in any school and within any
classroom. Children whose abilities are very low or mentally delayed are not placed in
most classrooms, which raises the average within the school compared to the full
population within the school’s attendance area. A typical elementary school 28-student
classroom that draws from a generally middle-class socioeconomic community has from
3 to 6 children in the Level One ability range. In public or private schools which draw
from mostly a high socioeconomic population – and schools in districts where most of the
parents are highly educated professionals – Level One children are average learners and
constitute the majority of the students in such schools.
Many recognized colors and could rote count before age two.
Most knew and said many words before 18 months.
Many liked puzzles before age two.
Sat still and attended to TV by 18 to 30 months.
Real counting, most letters and colors by age three.
Complex speaking and extensive vocabulary by age three.
Recognized simple signs, own written name, and most knew alphabet by age four.
Most did simple addition and subtraction by age four.
Most showed interest in learning to read before age five.
All read simple signs and most read beginner books by age six.
Most were independent on computer and started to keyboard by age six.
Most fully grasped counting and basic number facts by age six.
All were reading and were two to three years beyond grade level by age seven.
All could read chapter books independently by age seven to seven and a half.
Many showing impatience with repetition and slow pace at school by age seven or
eight.
Children of Level One can easily go to college, can benefit from accelerated coursework,
and are often, but not necessarily, good and cooperative students.
评论
How many Level Two children are there in our schools? A typical elementary school
that draws from a generally middle-class socioeconomic community with 100 children
per grade level has at least four to six Level Two children at each grade level, one to two
per class. A school with a large number of well-educated families may have more; a
school with fewer well-educated parents may have fewer.
Almost all the children understood adult directives and questions at 6 to 12 months.
The majority independently looked at and turned pages of books by 11-15 months.
About half the children said two-word phrases by 15 months.
A number of children played with shape sorters by 15 months.
Most knew many letters at 15-18 months.
Most knew most colors by 15-20 months.
Many liked puzzles by 12 to 15 months (8-10 piece puzzles).
Most knew and called out names on signs and stores between 11 and 16 months.
Several “read” numerous sight words at 16-24 months.
Almost all were speaking in three-word and longer sentences by age two.
Many recognized and picked out specific numbers by 12-22 months.
About 25% knew the entire alphabet by 17-24 months.
Most did one-to-one counting for small quantities by age 3.
Most knew most letters and colors by age three.
Most had extensive vocabularies and did complex speaking by age three.
Many could print letters, numbers, words, and their names between 3 and 4 years.
Several had high interest in facts, how things work, and science by 31⁄2 to 41⁄2.
Most knew many sight words by age 4.
Several read easy readers by age 4.
Most were independent on computer by age 41⁄2.
Most fully grasped counting and basic number facts by age five.
Many showed intuitive grasp of number concepts by age five.
Most enjoyed having advanced level books and stories read to them by age five.
Most read easy reader books before age five, nearly all by 51⁄2.
Most read for pleasure and information by six.
All read two to five years beyond grade level by age 7.
All read chapter books independently by age 7-71⁄2.
Many showed impatience with repetition and slow pace at school by age 6-7.
Level Two children have the ability to do accelerated coursework almost from the time
they enter school, take advanced placement courses and hold leadership positions, are
capable of getting into competitive colleges and universities, and often go on to some
form of graduate school. Although many Level Two children are excellent students, a
number of them may resist typical school expectations and achieve less than they are
capable of achieving due to the discrepancy between their learning ability and that of the
majority of their same-age classmates. They may prefer to “fit in,” or they may conclude
that the work is simply wrong for them and refuse to comply with what they see as
“stupid” expectations.
评论
我也不相信自己的眼睛呢 :) 上海静安区在街道里面推广的，所有的新生儿父母都会收到通知去参加这个培训的。 做加减法的时候，不需要孩子说话，因为一岁以内的不会说话，只需要他们用手指点出来就可以了。 我读到这里，跟你一样，非常震惊呢。 很好很强大，是不是？
对D妈妈的提议 “开专贴讨论神童的教育”，我赞成，但我想提出不要把婴幼儿包括进来 （理由就是有很多这样的早教培训）。
评论
How many Level Three children are there in our schools? A typical elementary school in
a middle class neighborhood with 100 children per grade level probably has one or two of
these children at each grade level.
Most were alert at birth or soon thereafter.
Most had books as a favorite interest before age one.
Almost all understood what someone was talking about by 6 months.
Most independently looked at and turned pages of books before 10 months.
Most made their families understand what they wanted before 12 months.
Most had large vocabularies, receptive and expressive, by 16 months.
A number of children played with shape sorters by 11 months.
Many recognized some colors, shapes, numbers and letters before 12 months.
Many recognized and picked out specific numbers and letters by 12-15 months.
Most knew many colors by 15-18 months.
Many liked puzzles by 15 to 24 months (35+ piece puzzles).
Most “read” names on signs and stores from between 20 months and 33⁄4 years.
Many children “read” numerous sight words between 15 and 20 months.
Many memorized the books that were read to them before they were two years old.
Many showed interest in letter sounds and sounding out short words by age 21⁄2.
Most were speaking in complex sentences, more than four words, by 15 to 24 months.
Many could rote count to 10, many higher, by 15 to 24 months.
Almost all knew the entire alphabet by 17-24 months.
Most could print letters, numbers, words, and their names between 23⁄4 and 31⁄2 years.
Many had high interest in factual information, how things work, science, by 3 to 4.
Most knew many sight words by age 3-31⁄2.
Half could read very simple books – perhaps memorized – by age 3-31⁄2.
Most grasp skip counting, backwards, basic addition and subtraction, by 3 to 4 years.
Many keyboarding – typing – by 3 to 41⁄2 years.
Most could read easy readers by age 4 to 5 years.
Many questioned the reality of Santa Claus and Tooth Fairy by 3 to 5 years.
Most read children’s-level chapter books by 41⁄4 to 51⁄2 years.
Many understood some multiplication, division and some fractions to 51⁄2.
Most read for pleasure and information by six.
All were reading two to five years beyond grade level by age six.
All could read youth and young adult chapter books independently by age 7-71⁄2.
Level Three children are capable of achieving in any career field. Opportunity and their
own inner drive will determine which individuals eventually achieve at the highest levels.
评论
How many Level Four children are there in our schools? Keeping in mind that the parents
of many Level Four children turn to home schooling to solve some of the school behavior
issues, schools where most of the parents are highly educated professionals – can expect
that about 2% of their students may be at Level Four or higher. This means that there
might be 2 to 3 per grade level in a school with 80 to 100 children per grade level. A
large high school in a professional community will generally have 6 to 12 students at this
intellectual level from a grade level class size of about 400 students. A middle class
population elementary school with 100 children per grade level will have one or two of
these children for every two grade levels, which means the school will probably not have
a student this intelligent every year. By the time the students from such a district are all
drawn together for high school, the honors and advanced classes can expect 1 to 3
students at Level Four.
Almost all paid attention within months of birth while someone to read to them.
Books were a favorite interest before three or four months.
Almost all understood parental directives by 6 months.
Most knew and said some words by 51⁄2 to 9 months.
Many had large vocabularies, receptive and expressive, by 14 months.
Many recognized and picked out specific numbers and letters by 12-15 months.
Most knew many colors by 15-18 months.
Many liked puzzles by 15 to 36 months (35+ piece puzzles).
Many “read” numerous sight words between 15 and 20 months.
Almost all knew the entire alphabet by 15-22 months.
Most “read” names on signs and stores from between 20 months and 33⁄4 years.
Many memorized the books that were read to them before they were 2 years old.
Many showed interest in letter sounds and sounding out short words by age 21⁄2.
Most were speaking in complex sentences, more than four words, by 15 to 24 months.
Many could rote count to 10, many higher, by 13 to 20 months.
Most printed letters, numbers, words, and their names between 23⁄4 and 31⁄2 years.
Many had high interest in factual information, how things work, science, by 3 to 4.
Most knew many sight words by age 3-31⁄2.
Most grasp skip counting, backwards, addition, subtraction, more and less, by 3 to 4
years.
Most were independent on computer by age 3 to 41⁄2 years, most keyboarding by five.
Most read easy readers by age 31⁄2 to 41⁄2 years.
Many question the reality of Santa Claus or Tooth Fairy by 3 to 4 years.
Many understand some multiplication, division and some fractions by 5.
Most read for pleasure and information by five.
All read two to five years beyond grade level by age six.
All read youth and adult chapter books independently by age 6-61⁄2.
Most Level Four children were capable of finishing all academic coursework through 8th
grade before they reached 3rd or 4th grade, but few of them had the opportunity. If the
environment, inner drive, and general opportunities are right for them, Level Four
children are capable of performing at the highest levels in their areas and fields of
interest.
评论
How many Level Five children are there in our schools? The sample demonstrates that
few Level Five children follow a traditional educational path, and various options – such
as intermittent home schooling – mean that few Level Five children remain in the regular
schools throughout their youth. Children in Level Five are not one in a million
occurrences. Their occurrence and presence is somewhat more serendipitous than
previous Levels. However, it is likely that none of these children has ever had someone
else in their classroom as intellectually able as they.
All were alert at birth or soon thereafter.
Books were a favorite interest of most before three or four months.
All appeared to understand parental directives between birth and four months.
The majority independently looked at and turned pages of books before 6 months.
Most knew and said some words by 51⁄2 to 9 months.
All had large receptive vocabularies by 8-9 months.
Half spoke well before age one.
All spoke at near-adult level complexity by age two.
Most played with shape sorters before 11 months.
Many recognized and picked out specific numbers and letters by 10 -14 months.
All knew colors, numbers, the alphabet and shapes by about 15 months.
Most were good at puzzles before 12 months, 35+ piece puzzles by 15 months.
All showed musical aptitude before 18 months.
All “read” words on signs and simple books and labels before two years.
Many read numerous sight words by 15 months.
All memorized books read to them before 20 months.
All had favorite TV shows or videos before 6-8 months.
Many could rote count to 10, many higher, by 13 to 20 months.
Most could print letters, numbers, words, and their names between 16 and 24 months.
High interest in factual information, how things work, science, by two years.
Most read simple books, “board” books, by age 18-24 months.
Most grasp skip counting, backwards, addition, subtraction, more or less, by two years.
All were independent on computer by age two years, all keyboarding before three.
All read children’s chapter books by age 31⁄2 to 41⁄2 years.
All showed interest in pure facts, almanacs, dictionaries, etc. by age 31⁄2.
All question the reality of Santa Claus or Tooth Fairy by 3 or 4 years.
All read any level fiction and nonfiction by 41⁄4 to 5 years.
All understand abstract math concepts and basic math functions before age four.
All played adult level games – ages 12 and up – by the time they were 31⁄2 to 4.
All read six or more years beyond grade level by age six.
The advantages to looking at a child’s Level of Giftedness are that those responsible for
their care and education can know better what each child needs in order to thrive.
Cronbach and Snow first named their own similar theory “Aptitude-Treatment-
Interaction,” or ATI[ix]. When you know what a child is like, how she learns and how
she responds to various stimuli, then you can devise the appropriate instructional and
parenting approaches in order to fully develop her abilities. When we ignore individual
differences, we risk the actual mistreatment of individual needs.
评论
有些天分真的培养不出来，比如乐感，色感，对文字和数字的感觉，天生的社交家等
foe example陶哲轩，普通孩子再培养，也成不了第二个陶
我儿子再培养，也成不了那了文学获全奖的女孩，但是多练习有助于考试成绩提高
评论
没错，我回复D妈妈的就是：对“天才”的定义不一样。
评论
一般来说家长PUSH出来的不一定是真天才
真天才都是PUSH家长的，象楼主的孩子
评论
St Leonards区在 artarmon小学的学区内吗？ 楼主最好仔细问问。
评论
我们家的小L就算了， 目前没有看出任何天才儿童的潜力， 只能算是个资优的蓝筹股， 稳定成长中
评论
level one头三条就把叶多给否了
评论
我刚刚连看都没看，直接就飘过了
现在来瞧瞧和天才儿童的差距到底有多大
评论
没事，咱们跳过level one，叶多妈妈来看看 level two 的头两条：
Almost all the children understood adult directives and questions at 6 to 12 months.
The majority independently looked at and turned pages of books by 11-15 months.
澳洲中文论坛热点
- 悉尼部份城铁将封闭一年，华人区受影响！只能乘巴士（组图）
- 据《逐日电讯报》报导，从明年年中开始，因为从Bankstown和Sydenham的城铁将因Metro South West革新名目而
- 联邦政客们具有多少房产？
- 据本月早些时分报导，绿党副首领、参议员Mehreen Faruqi已获准在Port Macquarie联系其房产并建造三栋投资联