綜合英語第五冊unit7

GroupingtheGifted:Pro

KennethMott

I.RelevantInformationIQ(IntelligenceQuotient)

intelligenceofapersonIQ=mentalage÷chronologicalage×100

IQscoresDescription130ormoreVerysuperior120–129Superior110-119Brightnormal90-109Average80-89Dullnormal70–79Borderline69orlowerMentallydefectiveIntelligencehypotheticalconstructdescribeindividualdifferencesunobservableandimmeasurableOrganizationoftheTestMott’sdefinitionofthegiftedchildrenpara1—para2Hisargumentforgiftedgrouping

para3---para4III.Questionofcreatingacastepara5---para9teacher’sattitudesaremoredecisive.IV.Issueofachievementpara10---para18howtomeasuregrowth?Unreliable?author’sownexperimentV.Conclusionpara19---para20OrganizationandDevelopmentOpposingviewsagainstgiftedgroupingandtheauthor’srefutationofthem(Paragraphs5–18)questionMott’sdefinitionofthegiftedchildren(Paragraphs1–2)Thenotionofthegiftedisnormallyassociatedwithahighlevelofintelligence,butMott’sdefinitionemphasizesinterestandabilityaswellasintelligence.Iregardgiftedchildrenasthosewhopossesssomequalityorinnateabilitywhichhasbeenrecognizedandidentifiedbyanynumberoftestingandobservationdevicesandwho

manifestinterestandsuccessineitherphysical,intellectual,orartisticpursuits(adefinitionbytheauthor)ThegreatestadvantageofgroupingingiftedaccordingtoMottHowcanwedealwiththesegifted?i

firmlybelievethatweshouldgroupthemasnearlyaspossibleaccordingtointerestandability(giftedness)andchallengethemwithatypeofprogramthatwillhelpthem(to)growtothefullestextentoftheirabilitiesandcapacities.Paragraphs3怎樣才能有效地培養(yǎng)這些有天分的孩子呢？我深信，我們應(yīng)該盡可能的按照他們的興趣能力來編組，制定出一套能幫助他們充分的發(fā)揮特長和能力的教學(xué)計劃來鞭策他們。

anotherkindoffearhintedatinthepassage

Itisthefearofpushingthegiftedbeyondtheirendurance.Refertopara.15.

Ihavelittlefearofgiftedstudents(’)beingpushed16beyondtheirendurance,forIhavefaithintheabilityofmostteacherstorecognizethelimitstowhichanystudentshouldbepushed.Ontheotherhand,Idon'tbelievegiftednessshouldbewastedawaysimplybecauseabrightortalentedstudentiscontenttoproceedatwhatis—forhim—asnail'spaceortostandatthetopofaclassofstudentswithlessability我絲毫不懼怕天才學(xué)生會被推到超出他們承受力的地步，因為我相信大多數(shù)教師有能力識別某一學(xué)生應(yīng)被推至的極限；但我相信天賦不應(yīng)該僅僅只是因為某一聰明或有才能的學(xué)生滿足于對他來講簡直是蝸牛爬行的前進速度、或處于一個能力較差的學(xué)生班的最前列而被浪費Nomatterwhetheryouagreewiththeauthorornot,becriticalandpointoutanyvulnerablepointsinhisargument.Mott’sdefinitionofthegiftedemphasizesapupil’sinterestandability.Onecouldprobablyargue:Dointerestandabilityalwaysgotogether?Obviously,therearemanymorepeopleinterestedbutnotgiftedinmusicthanrealmusicgeniuses.EvenMotthimselfadmitsthattherearenoreliabledevicesformeasuringgrowthinsuchareasascreativity,attitudes…(SeeParagraph12).Ifpupilsareallgroupedaccordingtotheirinterestandability,cantheyallbeexpectedtofulfilltherequirementssetforprimaryandsecondaryschooling?

Whatdifficultydoestheauthorencounterwhenitcomestotheassessmentoftheprogressofthegiftedorganizedintogroups?Thereseemstobenoviablewaytoassesstheirprogress.（para11-12）

Thefactis,however,thatinavastmajorityofpilotstudiesthechildrenhavebeengroupedonlyaccordingtoIQscores,whicharefarfrom(being)reliable,andtheconclusionshavebeenbasedonachievementscoreswhichmeasureonlymasteryof11factualdetail.

然而，事實是，在絕大多數(shù)的試點研究中，孩子們只按智商高低分班，很不可靠，而結(jié)論又僅以掌握事實細節(jié)的分數(shù)為基礎(chǔ)。

Unfortunately,therearenoreliabledevicesformeasuringgrowthinsuchareasascreativity,attitudes,personaladjustment,latentinterestandtalent,andinnatecapacity.(forthesefactorsarequitesubjective)不幸的是，在創(chuàng)造性、態(tài)度、自我調(diào)節(jié)能力、潛在的興趣和才能，以及天賦的能力等方面還沒有可靠的手段來衡量其長進。acasteofintellectualsnobs:

agroupofstudentswhoconsiderthemselvessuperiortoothersbecauseoftheiroutstandingabilityandachievement,andspecialtreatmenttheyreceivefromtheteacher.iftheychallengeandsparkinterestsinyoungpeople:

iftheycalluponyoungpeopletoengageinacontestofskillandencourageorstimulatethemintogreateractivityTheteacher,notthe…individualdifferences. Itistheteacher,ratherthanthewaythattheclassesareformed,thatinfluencesthestudentsinhowtheylookatdifferencesinabilityamongthemselvesParaphrase

instill:put(ideas,feelings,etc.)intosomebody’smindgraduallybutfirmlybyacontinuouseffort逐漸灌輸（思想等）E.g.:Theyinstillasenseofresponsibilityin/intotheirchildren他們逐步培養(yǎng)（孩子的）責任感“Moralitymaybeinstilledintotheirminds“道德可以灌輸?shù)剿麄兊念^腦中Ihaveconfidence…interestsandabilities.

Iamconfidentthatifteachersareawareofindividualdifferencesandmotivateyoungpeopleindifferentways,thestudentswilldevel