妈妈笑的博客
我的生活
正文
每个州在定义GT时,用的IQ值很可能不同.我们这里是130.但是同时,我们这里正在改革,近1-2年将增加对体育,艺术,领导能力等等的测验.这些都不是IQ测验能测出来的.所以IQ测试不全面,使一些GT孩子们不被发现.
自己知识有限,就直接摘别人的东西贴过来.免得大家还得费力气找.长篇大论估计大家都不愿意看,我就挑我认为重要的东西摘.所以大家看我摘来的,难免会带着我的有色眼镜:)若有误导,本人概不负责:)
好了,感觉下面这几段很重要,摘过来.为什么我觉得重要呢:
1.想成功,高IQ是不够的
2.目前对GT的理解已经超出单纯IQ的范围了
3.每个地方对GT的定义都是不同的
In the old days, "it was 129 you're out, 130 you're in," declares Joseph Renzulli, one of the nation's leading experts on gifted education.
He isn't talking about the junior lightweight boxing division, but the breakoff point he refers to was just as unforgiving.
Until the late 1960s, the magic number of 130 was the IQ marker used by school psychologists to draw the boundary between gifted and "nongifted" children, and whether they would get special educational services. And even though school districts now use other criteria as well, many still rely partly on the 130 IQ cutoff.
Joseph Renzulli, who's the director of the National Research Center on the Gifted and Talented at the University of Connecticut, visited Pittsburgh in April to attend the Pennsylvania Association for Gifted Education conference. Renzulli advocates enriching all students, a position that sometimes draws criticism from those who see it as weakening programs for gifted students. (John Beale, Post-Gazette)
The term "gifted child" was coined in the early part of the 20th century by Stanford University's Lewis Terman, who developed one of the first tests to measure intelligence.
The Terman test and most other standard IQ exams focus primarily on memory and analytical skills. The average score is 100. A score of 110 means the person is in the top 25 percent of the population, a score of 120 is in the top 7 percent and a score of 130 or higher is in the top 2 percent.
Terman himself proclaimed that anyone scoring 132 on his exam was a genius.
Later, however, he would backtrack from that, noting that after 30 years of followup studies of 150 highly successful and much less successful men, tests alone didn't tell the story. "Personality factors are extremely important determiners of achievement," Terman concluded -- including overall social and emotional confidence, combined with a drive to achieve.
.......
In 1971, the Marland Report to Congress presented a broader picture of giftedness by enumerating six areas: general ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, and psychomotor ability.
There are 50 different definitions of giftedness in 50 different states, and while many states have incorporated elements of the Marland report into their definitions and many schools say they use multiple criteria for evaluating children, it's still relatively rare that a child with an IQ below 130 is identified as gifted.
自己知识有限,就直接摘别人的东西贴过来.免得大家还得费力气找.长篇大论估计大家都不愿意看,我就挑我认为重要的东西摘.所以大家看我摘来的,难免会带着我的有色眼镜:)若有误导,本人概不负责:)
好了,感觉下面这几段很重要,摘过来.为什么我觉得重要呢:
1.想成功,高IQ是不够的
2.目前对GT的理解已经超出单纯IQ的范围了
3.每个地方对GT的定义都是不同的
In the old days, "it was 129 you're out, 130 you're in," declares Joseph Renzulli, one of the nation's leading experts on gifted education.
He isn't talking about the junior lightweight boxing division, but the breakoff point he refers to was just as unforgiving.
Until the late 1960s, the magic number of 130 was the IQ marker used by school psychologists to draw the boundary between gifted and "nongifted" children, and whether they would get special educational services. And even though school districts now use other criteria as well, many still rely partly on the 130 IQ cutoff.
Joseph Renzulli, who's the director of the National Research Center on the Gifted and Talented at the University of Connecticut, visited Pittsburgh in April to attend the Pennsylvania Association for Gifted Education conference. Renzulli advocates enriching all students, a position that sometimes draws criticism from those who see it as weakening programs for gifted students. (John Beale, Post-Gazette)
The term "gifted child" was coined in the early part of the 20th century by Stanford University's Lewis Terman, who developed one of the first tests to measure intelligence.
The Terman test and most other standard IQ exams focus primarily on memory and analytical skills. The average score is 100. A score of 110 means the person is in the top 25 percent of the population, a score of 120 is in the top 7 percent and a score of 130 or higher is in the top 2 percent.
Terman himself proclaimed that anyone scoring 132 on his exam was a genius.
Later, however, he would backtrack from that, noting that after 30 years of followup studies of 150 highly successful and much less successful men, tests alone didn't tell the story. "Personality factors are extremely important determiners of achievement," Terman concluded -- including overall social and emotional confidence, combined with a drive to achieve.
.......
In 1971, the Marland Report to Congress presented a broader picture of giftedness by enumerating six areas: general ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, and psychomotor ability.
There are 50 different definitions of giftedness in 50 different states, and while many states have incorporated elements of the Marland report into their definitions and many schools say they use multiple criteria for evaluating children, it's still relatively rare that a child with an IQ below 130 is identified as gifted.
评论
目前还没有任何评论
登录后才可评论.
