澳洲家有神童怎么培育？大家来讨论

在澳大利亚小学教育



论坛里涌现出越来越多的小神童，而作为神童家长，也开始纠结，焦虑，家有神童怎么培育？这些纠结也许普通家长从未曾考虑，但作为神童这样一个特殊群体，家长不得不做深一步的思考。

我想在此开出一块平台，让资优生的家长一起来讨论分享经验。
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3楼详见christy_BJ 的关于天才生的鉴定标准

[ 本帖最后由 D妈妈 于 2010-6-1 12:02 编辑 ]

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在过往的天才教导中，不乏有难以负压而轻生的“神童”：１２岁湖北女“神童”覃瑶，两岁上学，１２岁被保送进重点高中，却因不堪来自各界的压力跳水自溺。“神童”不可能一手擎天，更撑不起父母师长压给他们的那份重负。家有“神童”，怎么办？
　　培育“神童”到底为了谁？
　　我身边有个朋友是哈佛大学中国相比文学博士，儿子Dylan３岁时被测出来IQ高于一般人，具备“神童”特质。在刚得知Dylan智商超常时，她曾带着儿子到一个“天才儿童中心”学习，其中的一门课程是有关西方艺术和文化。专家用了大批名画家的卡片，重复展示这些画的作者、出身年月和国家。久而久之，当她单独出示某张作品的时候，Dylan就可以精确说出作品、画家等等细节。就是这次培训让Dylan妈妈如梦初醒：事实上每个孩子都有天才的一面，早期儿童教导的特点是：重复、重复再重复。从色、形、音、动等方面进步对宝宝眼、鼻、耳、嘴、手脚触觉（５bigsenses）等方面的刺激，积少成多，早期知识就是这样发生的。“那父母为何要开发‘早慧’？是为了孩子未来的学习还是父母亲的虚荣心？培育一个天才的意义在哪里？”Dylan妈妈向自己提问。
　　“早期，我在教导儿子上也走过弯路。”Dylan妈妈回想说，“在儿子５岁以前，由于孩子超前的学习才干，不能适应固有的学前教导内容。我就和５个妈妈们一起，在家中给儿子开起了“小灶”。结果，我发现Dylan在５岁时已表示出些微的分歧群，固然学习超前但心智发育不健全。”于是，Dylan妈妈借着全家移居中国的契机，有意让孩子融进普通学生的学习生涯；让他与同龄的伙伴一起玩耍，规定天天回家至少在户外玩一小时；带他周游世界，开拓眼界陶冶情操。“我发现儿子比以前快乐了，再也不会因目前所接受的知识滞后而对学习缺少喜好，他非常满足现在作为一个普通适龄儿童的状态。”Dylan妈妈这样描述他儿子目前的生涯和学习状态。
　　培育“神童”必定要超前越级吗？
　　实在，把“神童”练习成特立独行于普罗民众之外，并给予他们超前于心智发育之上的特殊教导，已被很多发达国家的教导系统认为是违反自然规律的“反式教导”，因此被广泛摒弃。比如，比利时教导部分与“天才”儿童的家长们达成共鸣，不倡导天才儿童“特殊化”。由于天才儿童尽管在某方面超越同龄孩子，但在身心发育上他们仍应遵照儿童生长发育的惯例，应该阅历童年，拥有童趣和童心。所以融进正常的教导体制比隔离式的天才教导更公道，脱轨的结果只会让“神童”的童年如孤雁离群，在成上进程中必定涌现很多性情和心理题目。
　　培育“神童”就是激发潜能
　　Dylan妈妈夸大，她坚持培育一个适龄快乐的孩子，但这并不即是废弃对Dylan天才的挖掘。“做父母的专心肠往针对性地教孩子，与孩子玩，所有要害就是激发孩子的潜能。”在这点上Dylan妈妈非常赞成美国对于天才教导的定位：发现一种恰当的环境，让孩子的“早慧”才干自然流露，这不同于中国背负重压式的智力开发和强迫性的应试教导。同时，美国的学校会为“早慧”的学生找出他们的特长，并就此特长供给比普通班学生更深进、更具有寻衅性的课程，在深度和广度方面最大限度地激发学生的潜能。此外，美国的天才教导特殊看重激发“神童”们在知识学习之外的其它综合素质的潜能，例如培育独立才干、团队协作、发现力等，引导才干也是其中一个重要的方面。回纳起来，西方较公道的做法是，发现自然的环境，用潜移默化的引诱来挖掘和培育天才；对有“早慧“迹象的孩子履行保护和有目标性的补充教导。
　　Dylan妈妈的育儿小帖士：
　　１、早期儿童教导的特点是：重复、重复再重复。从色、形、音、动等方面进步对宝宝眼、鼻、耳、嘴、手脚触觉（５bigsenses）等方面的刺激。积少成多，早期知识就是这样发生的。
　　２、当知识积聚到了必定程度，经过“点拨”，“聪慧”宝宝就会学会推理，举一反三，说出或作出似乎只有成人才干达到的话或事。
　　３、而当孩子的知识面扩大到必定程度时，他就能“自我”地往开拓新的学习天地。
　　４、一个智力发育充分的宝宝相对于其它“顺其自然“的孩子当然显得“天才”和超前。而这种超前假如不连续培育就会随着孩子的成长和其他“正常”儿童知识的积聚而失往上风，不再那么“超前”。
　　５、真正的天才是没有的。任何孩子都有成为“天才”潜能。而超前发展的才干是可以培育的。要害在于父母的专心程度和自身必定的文化修养。

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Level One Gifted

How many Level One children are there in our schools? A typical primary school with 28-30 pupils that draws from a generally middle-class socioeconomic community has from 3 to 6 children in the Level One ability range. In maintained 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.

Level Two Gifted

How many Level Two children are there in our schools? A typical primary school that draws from a generally middle-class socioeconomic community with 100 children per year group has at least four to six Level Two children at each 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 3 to 4.
Most knew many sight words by age 4.
Several read easy readers by age 4.
Most were independent on computer by age 4.
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 5.
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.
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.

Level Three Gifted

How many Level Three children are there in our schools? A typical primary school in a middle class neighbourhood with 100 children per year group probably has one or two of these children at each 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 3 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 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 2 and 3 years.
Many had high interest in factual information, how things work, science, by 3 to 4.
Most knew many sight words by age 3.
Half could read very simple books, perhaps memorized, by age 3.
Most grasp skip counting, backwards, basic addition and subtraction, by 3 to 4 years.
Many keyboarding 'typing' by 3 to 4 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 4 to 5 years.
Many understood some multiplication, division and some fractions to 5 years of age.
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.
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.

Level Four Gifted

How many Level Four children are there in our schools? Many parents of many Level Four children turn to home education to solve some of the school behaviour 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. A middle class population primary school with 100 children per year group will have one or two of these children for every two year groups, which means the school will probably not have a pupil this intelligent every year. By the time the pupils are all drawn together for secondary school, there may be 1 to 3 students in each year group.
Almost all paid attention within months of birth while someone to read to them.
Books were a favourite interest before three or four months.
Almost all understood parental directives by 6 months.
Most knew and said some words by 5 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 3 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 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 2 and 3 years.
Many had high interest in factual information, how things work, science, by 3 to 4.
Most knew many sight words by age 3.
Most grasp skip counting, backwards, addition, subtraction, more and less, by 3 to 4 years.
Most were independent on computer by age 3 to 4 years, most keyboarding by five.
Most read easy readers by age 3 to 4 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.
Most Level Four children were capable of finishing all academic coursework through Year 7 grade before they reached Year 3 or 4 , 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.

Level Five Gifted

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 education, 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 5 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 3 to 4 years.
All showed interest in pure facts, almanacs, dictionaries, etc. by age 3.
All question the reality of Santa Claus or Tooth Fairy by 3 or 4 years.
All read any level fiction and nonfiction by 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 3 to 4.
All read six or more years beyond grade level by age six.

Ruf points out that the advantages of 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. 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.

[ 本帖最后由 D妈妈 于 2010-6-1 12:21 编辑 ]

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所谓“神童”，
有些是家长严格教育的产物，
有些是家长，井底之蛙，瘌痢头孩子总是好的心理在作怪。

如果神童这么多，就说明，这些神童不值钱，
或者根本就是普通孩子，只是在某一方面，“无意识”的凸现了一种技能。

小时了了，大未必佳

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想问一下，如何定义神童？
是不是分类的？
学习，音乐，运动，DIY，Arts 。。。

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学习学习。

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放弃神童想法吧。如果他某些方面有特长，就让他发挥就好了。不必刻意“培养”。
那些“神童”，小时候家长荣耀万分，等长大了，大多数心理都有些缺欠，也很难在神起来。还是做个普通人好。

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Christy 给出的信息里有神童详细分类，我请她把信息挪过来

不好意思，刚上岗，有些技术问题我还在磋磨中

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真正的天才是有的。
天才教育是主要克服gifted children 身心发展不平衡
（比如智力超过3年，身体心理还是同龄的孩子）
帮助他们社交，心理平衡，溶于社会，同时学业上发挥最大潜能，不要UNDERCHIEVE

中国的教育过于重学业而忽视心理，当然对gifted children有damage
IQ高于160的gift class也都不合适，需要individul learning plan。
很多Profound gifted（IQ180+)孩子父母选择Homeschooled,因为他们的孩子不能适应学校

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天才不是强求可以来的，健康快乐才是根本

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我觉得讨论资优生范围更广，资优生也包括了神童天才儿童。

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不是放弃想法
孩子天生就是gifted，想变普通也不可能
只有向办法找到合适的学校和教育方式，让他们健康成长
gifted就是弱智的另一个极端，需要一些特殊教育，越gifted，越特殊，越麻烦

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我是想着，如果孩子确实神，家长老师也别怠慢了，培育好了，早点为社会做贡献，做更大贡献，也算为咱人类社会添砖加瓦了。

如果引导不得法，倒给社会添乱，添更大的乱。

所以，神童家长还需费心啊

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gifted就是弱智的另一个极端，需要一些特殊教育，越gifted，越特殊，越麻烦


神童无所谓值不值钱，所有的孩子都是一样的
只是他们需要一些特殊的教育才能更快乐更健康的成长，同时发挥他们的特长
这是gift education的初衷，而不是培养神童

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是，有各种超出同龄儿童很多的孩子，academenic 只是其中一部分

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我有个同学，在10岁的时候参加美国高考入学SAT的数学部分，得了700，算不算神童?

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每个妈妈以为或者曾经有那么一段时间以为自己的孩子是“神童”，但是其实就是超出自己的预料而已，并非真正的。到了稍稍大些，才发现其实都还是个普通人，还有很多方面需要提高的。

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我始终觉得神童家长基本就是高风险高收益的行当
一般的孩子，反正按部就班，也许能达到所谓‘成功’的目标。
如果达不到，安安稳稳过过幸福快乐的小日子。

如果是神童家长，基本就是要么‘成功’，要么就准备养着这孩子的后半生。
因为神童经历的东西和普通人不一样，如果不能成功，想回去混迹于普通人之中，也不是那么容易。

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Terence Tao have achieved a score of 700 or greater on the SAT math section while just 8 years old (he scored a 760)


你朋友也很了不起了

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添乱子到不一定，但是UNDERCHIEVE是很可惜的
在科技就是发展力的今天，HIGHLY GIFTED PEOPPLE是国家和民族的宝贵财富
澳大利亚连Terence Tao 这样百年一遇的人才都留不住，这个国家也就这么回事了
网罗世界顶尖人才是美国发达的一个原因

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对啊，我也看到一些相关报道：homeschooling 是天才生的一种选择。

我们讨论的目的，不是要把婴幼儿鼓捣成天才，而是家里已经有一个现成的，怎么好好引导，好有个身心balance 的发展

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孩子的身心健康我排第一

学习方面，和吃饭一样。。孩子饿了，再给她添饭，但也别撑到她。

孩子的胃其实可大可小，从小塞惯了，能培养各小胖子。

但是姚明这样的，毕竟是先天和后天的共同因素。。

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光听说过神童，从来没真正接触过。

但是很明显的一点就是神童不等于人才。真正社会上的人才们小时候也不一定是神童。

教育的目的无非就是把人，尤其是吸收力强的青少年培养成‘人才’，并拥有健全的人格。

我能想到的最好的办法就是多参与社会实践活动，养成勤于思考的习惯，一直保持活跃的思维，善于把知识应用于实践，而不是把知识当成浓缩的药丸吃下去。

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谢D妈妈整理转贴
我觉得大家应该客观看待这个问题，过于褒和贬都是没有意义的
神童和天才的词过于误导，资优比较合适

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好险我家没有神童，不用焦虑这么高档次的问题，哈哈
我觉得作为神童的父母，肯定比作为一般孩子的父母累， 老是担心会因为没有好好培养，耽误了孩子。
神童肯定是天生的，经过后天培训出来的肯定不能算做神童，只能称为‘学习早积极要求进步’的儿童

[ 本帖最后由 旋木 于 2010-6-1 12:43 编辑 ]

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我仔细看了一下3楼的分类，还是比较科学的。

可不可以这么认为，level 1-2 的属于好学生，level 3-4属于资优生。level 5 + 属于天才神童

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神童是指有这种达到某一领域高水平的潜力的孩子，跟他/她以后成不成才没关系
gifted education是让帮助他们成才并且身心健康快乐成长

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家里没有神童的飘过，不关心

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level5 （PG，profound gifted）是180+，少于百万分之一。估计澳洲统共没几个

这是个很有名的Dr写的，她研究giftness的初衷就是她有三个HG+（其中一个PG)的孩子

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小L至少是资优，这样的孩子最省心，而且将来成功率最高
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