因为孩子的学校有gifted Programme， 我去参加过workshop，略知一二，。gifted 的孩子需要特别的教育方法，不是传统意义上的学习好的孩子，gifted class 也不是国内的重点班的含义。孩子应该是去裸考测各方面能力的，家长想通过补习进去，我想是违背办此类班的初衷的。只能说，可怜天下父母心，都是希望孩子受到好的教育阿，理解。
我摘抄一些 Characteristics of gifted and talented students。希望对这里的父母有所启发。看在我辛苦码字的份上，请不吝加分。
According to the Australian Council for Educational Research (2011,P2)
Typically, gifted students learn rapidly in certain domains, quickly grasping and applying concepts. In these domains, they think critically and creatively, and use advanced techniques to problem-solve. They may have a good memory and vocabulary, and independent approach to tasks, and sophisticated interests in their preferred areas. They may display perfectionism, hypersensitivity and over-excitability.
The Director of the Gifted Development Centre at the Institute for the Study of Advanced Development in the United States, Dr Linda Kreger Silverman, has compiled a list of common traits of gifted and talented children. She suggests that if a child demonstrates more than three-quarters of these traits, it is likely that she is gifted (Sliverman, 2003)
good problem-solving and reasoning abilities
rapid learning ability
early or avid reading ability
extensive vocabulary
ability with numbers
good at visual puzzles
excellent memory
long attention span
personal sensitivity
compassion for others
perfectionism
intensity
moral sensitivity
unusual curiosity
persevering when interested
high degree of energy
preference for older companions
wide range of interests
great sense of humour
concerned with justice, fairness
at times, judgement seems mature for age
keen powers of observation\vivid imagination\ghih degree of creativity
tends to question authority
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有道理
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我们学校也有G&T班，考试内容不局限于加减计算，有些IQ方面的，还逻辑思维的。
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Your child may display these traits in a number of ways. For Example, your child may display advancement in her thinking skills, and be likely to learn new skills very quickly, recall past events quickly and accurately, and make sophisticated connections between past and present experiences. She may display advance planning skills for her age in her learning or play, improvise well in learning or play. or find unusual or imaginative ways to do things.
Your child may show advance speech and language skills and be likely to use language creatively, such as through inventing intricate songs or stories. She is likely to be able to understand and act on complex directions in her learning. She may also be adept at using language to resolve conflict, or to manipulate the behaviour of other children.
If your child displays advanced social skills, you may notice that she is able to handle the kinds of responsibilities that would usually be given to older children. On the downside, she may sometimes come across as bossy, if she is prone to taking charge in learning or play with other children. She may also become easily frustrated with other children if she does not understand why they do not share her level of understanding and ability
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娃班里有几个这样的孩子，理解能力很强，老师一讲很快就吸收，总是有学更多东西的欲望。阅读，数学，逻辑思维都很超前。对于这几个学生，有另外一个老师把他们带出去学些高难度的东西。我想问问有没有同学知道这是所谓的gifted program吗？
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还是比较模糊。我转个five level giftness，以前贴过，大家对号入座吧
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總之學習能力明顯高於同齡的小孩
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偶觉得最需要因材施教的是父母。。。
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通常叫extension class...
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还是比较模糊。我转个five level giftness，以前贴过，大家对号入座吧
Five Levels of Giftedness: The Scores & a Summary of What They Mean*
Level One: Moderately Gifted to Gifted
IQ scores of 120-129 represent the 90th-98th percentiles
what most of us think of as bright
make up a large proportion of students in gifted programs
like being read to before age one
can do simple addition and subtraction before age four
reading 2-3 years beyond grade level by age seven
parents realize children are not being challenged and contact someone for help between grades two and four
Level Two: Highly Gifted
IQ scores of 130-135 represent approximately 98th – 99th percentiles
can pay attention while being read to by five to nine months
can count to 5 (or higher) by age two
know many sight words and may be reading by age four
master most kindergarten skills by age four
are independent on the computer by age four and a half
are impatient with the repetition and slow pace of school by age six to seven
Level Three: Exceptionally Gifted
IQ scores of 136-140 represent approximately 98th – 99th percentiles
independently look at and turn pages of books before ten months
question Santa or the tooth fairy by age three or four
rarely go through any stage of phonetically sounding out words
intense interest in mazes between ages four and five
spontaneously read (with or without instruction) before kindergarten
read 2-5 years beyond grade level by age six
Level Four: Exceptionally to Profoundly Gifted
IQ scores of 141+ represent the 99th percentile
books are a favorite interest by three to four months
knows the entire alphabet by fifteen to twenty-two months
at four or five years can perform many academic and intellectual functions of an eight-year-old
reading for pleasure and information by age five
can play adult level card games and board games by age five and a half
most are capable of completing all academic work through 8th grade by 3rd or 4th grade
these are the kids that attend college at ages ten, eleven, and twelve
Level Five: Exceptionally to Profoundly Gifted
IQ scores of 141+ represent the 99th percentile
knows numbers, letters, colors, and shapes before they can talk
can speak in full, complex sentences by fifteen months
have kindergarten skills by age two
spontaneously reads, understand fairly complex math problems, and has existential concerns by ages four to five (with or without instruction)
frequently one parent must postpone their career to advocate for their child’s education
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谢谢回答。
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楼主这个话题很好
统计上有10%的孩子智商明显高于平均值。
一般来说，教育公平是个世界难题，亲眼见过有些家长到学校闹事，抗议快班的学生学的东西多，不公平，逼学校取消快班（还真有成功的）
有的学校聪明的孩子每天带书去学校自己看书，和老师零交流，有没有？
聪明的孩子早就知道心算两位乘法，老师却全心全意教授5 加 5 等于几，有没有？ 政府给了每个孩子的教育经费，聪明的孩子，每天默默地自己独自看书，因为老师把全部资源安排在普通或者后进孩子身上，有没有？公平吗？
从教育理论来讲，10%的这批孩子，理应用不同的方法教不同的内容，这是毫无疑问的，教育界没有人反对。
可是在现实中，因为是民主社会，另外的90%家长往往抗议不公，他们很容易得逞，悲哀。
还有一个问题，分班，给小孩贴标签，会给非聪明的那些人带来心里伤害，怎么处理？St Ives North应该是有几十年经验懂得怎么处理的。
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如果智商呈正态分布的话，10%的一端当然会高于平均值，不过我认为不会有一个突变性的yes, no标准。比如如果人为定义GT就是IQ>140，那么139的算GT吗？如果不算，两者又差多大？
最近看一讨论，“聪明人的思维有何与众不同”，人们能够列出的都是“例子”，却很难列出一种标准。比如某学霸高中喜欢打游戏，打到天昏地暗不说还经常就游戏的设计缺点向游戏开发商抱怨和提建议，高考时被打游戏耽误结果“只考了全省第四”，然后海外的游戏开发商对他的“骚扰”不胜烦恼干脆把他招安了去 。我看过讨论后的印象是，聪明人都有者强大的自学能力，如果需要，几个月就能学完别人需要几年学完的东西，而且还不是父母要求的。
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幽默
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楼上的讨论，让人想到怎样判断一个孩子是否真天才?
多年前俺娘有家邻居，男的是大学老师女的是中学老师，二口子有个宝贝孙子，从小聪明伶俐。老二口对孙子重点培养，准军事化管理。吃穿，学习，游戏都严格按照计划。
孙子不负重望，还没上学就学完大部分小学课程。爷爷奶奶牛逼得不得了。要让孙子直接上中学，还得是重点，教育局和中学做完了学科测试，又送孩子去测智商，结果好像90+分，平均范围。中学拒绝接收，去了小学，跳了一级，以后的学习中，这孩子小学初中都绝对领先，到高考时稍微下降一些，但还是在top里，大学入了一本，专业一般，工作后就再木有什么惊天动地的事发生。
所以智力一般的孩子经过经过培养是完全有可能拔尖，但是好像不论OC和G&T班都并不想收这类智力平平的孩子。
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NSW OC的考试介绍里面也有这个。。。
http://www.schools.nsw.edu.au/le ... ts/oc_character.php
Characteristics of Gifted and Talented Children
Students gain opportunity class placement on the basis of academic merit. To make their decisions, selection committees consider Opportunity Class Placement Test results combined with school assessments. Comments made by parents and principals may be considered at the discretion of the selection committees.
Some general characteristics of gifted and talented children are listed below. It is important to note that academically gifted and talented children will not necessarily demonstrate all of these characteristics.
A gifted student:
learns rapidly and quickly grasps new concepts
has an excellent memory
is creative or imaginative, e.g. produces many ideas or is highly original
is independent - may prefer to work alone
has a keen sense of humour
may be highly motivated, particularly in self-selected tasks
has unusual or advanced interests
demonstrates exceptional critical thinking skills or problem-solving ability
may have superior leadership and interpersonal skills
frequently asks in-depth, probing questions
may demonstrate a high degree of social responsibility or moral reasoning
possesses a large, advanced vocabulary
has superior insight and the ability to draw inferences or is intuitive
is an advanced reader either in English or in the home language.
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中国有的父母为了孩子跳級拼命补习，很可笑。
真的神童不要补习的。有个朋友的孩子在小学1年级时，被学校老师强烈要求跳了一级，因为这孩子上课时老师教的他都懂了，就去找别的小朋友说话，严重影响课堂次序。我朋友不想他孩子跳級，因为他觉得他孩子瘦瘦小小，不能跳，迫于老师压力只好从了。后来这孩子进当地最好得中学，不时参加个全國比赛拿个奖，一路就保送进了北大计算机系，今年有拿了全奖进了USA大学硕博连读，我朋友说他儿子给他省了100万，立马换了辆好车。这孩子从小我看着长大，真是从不补习，他爸经常去学校要求别给他儿子那么多作业。当然人家遗传好，爹妈都是大学老师。他14岁时我就问他，中学毕业后到哪儿上学，他说要去HARVARD，他爸为了省钱，就让他本科去了北大。
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好奇一个， 多高智商的能进？
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天才，天才，天生之才。当然不是父母可以push出来的。更不是补习班里可以补回来的。
也许是天嫉英才，天才不仅具有与众不同的优秀之处，往往也有与众不同的缺陷方面。也许正是这些身心缺陷的存在，促使他们的其他方面得到高度发展，成为其他方面的天才。所以，一个孩子是否天才，将来有多大天赋，也许根据他们的缺陷来判断更靠谱。一个３岁才开口说话，５岁才学会走路的孩子可能是个天才，但只是一个小天才。一个３岁还不开口说话，５岁还没学会走路的孩子如果是个天才，很可能是一个大天才。
天才和白痴有时只有一步之遥，一线之隔。天才在左，白痴在右。
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在澳村绝大多数老师都知道如何观察孩子，真正的天才的天才是不会埋没的。我就碰到过至少二例，学校老师发觉的天才，学校为此作出特殊的安排，以适应孩子的学习需要。所以，其实父母真的可以放轻松，是天才，会有人来发现，不是天才，硬推上去也没什么好处。
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我认识3个孩子去那个学校的。有一个孩子是姐姐“稍微”辅导进去的，有一个是妈妈重点培养进去的，还有一个补习班进去的，您是想说专家们看走了眼，还是说那些辅导补习的费钱费精力？
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这三个小朋友说不定是啊，但这并不等于所有的孩子都能这么推进去啊！
有不少家长往往认为，他家孩子这样能进，那我家孩子也这么来，一定也能进。没有意识到孩子和孩子是不一样的。
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赞同你的观点。尤其是有经验的老教师，几节课下来就知道这孩子是补习补出来的呢还是天资不错。
考试成绩有时只能作为一个面上的东西来衡量录取的“标准”。的确会有些没有怎么“补习”过的孩子暂时会被埋没在堆里。
个人觉得，大家在谈论“天才”的时候，应该多花点精力在孩子的阅读能力，好奇心，耐力，逆商，尤其是内动力 等方面的培养上。最后孩子能走多远，跟智商有关系，但是跟其它的方方面面也有更多的关系，尤其是当今网络时代，父母和老师的知识和视野的局限性能帮助孩子的也就是小学和中学的早期阶段。而人生最重要的阶段，如果算从大学开始的话，靠的是孩子自身对目标追求的动力。
不用过分地夸大这种超前班的好处，不怕输在起跑线上，就怕输在终点线上。先起跑的孩子可能会比普通孩子多了点机会，但是这种机会如果不努力，很快就会拱手让出的。
回到我一再坚持的信念，培养孩子的内动力，让孩子对想要做的事情有激情，而且是长久的激情，要比任何“商”都重要。
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啊? 天才和缺陷一定是共存的么，没有缺陷就没有天才么，还是我理解错你的意思了?
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是的，我觉得很多人都神话化了这个学校。学校对孩子的成长大概影响25%左右，澳洲来说，如果孩子真是gifted，只要家长不是不闻不问的，都会被发掘的，不是一定要去某个学校才有机会的。但是如果家长很在意孩子拿奖学金的话，某些著名小学确实比其他学校的机会更大。
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Gifted and Talented Children - 这个不是 “天才儿童”的意思吧。。。
“资优儿童”离 “天才儿童”还是有距离的。。。
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真的天才，智商越高父母麻烦越多，养一个高智商孩子真的不轻松。
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中国人说的“天才" 在英文里对应的是不是“genius”呢？
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天才在左，“疯子”在右( genius on the left, lunatics on the right)。天才可以是疯疯癫癫的，但绝对不是“白痴”。
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