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這些有天分的孩子呢？我深信，我們應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揮特長和能力的教學計劃來鞭策他們。

anotherkindoffearhintedatinthepassage

Itisthefearofpushingthegiftedbeyondtheirendurance.Refertopara.15.

Ihavelittlefearofgiftedstudents(’)beingpushed16beyondtheirendurance,forIhavefaithintheabilityofmostteacherstorecognizethelimitstowhichanystudentshouldbepushed.Ontheotherhand,Idon'tbelievegiftednessshouldbewastedawaysimplybecauseabrightortalentedstudentiscontenttoproceedatwhatis—forhim—asnail'spaceortostandatthetopofaclassofstudentswithlessability我絲毫不懼怕天才學生會被推到超出他們承受力的地步，因為我相信大多數教師有能力識別某一學生應被推至的極限；但我相信天賦不應該僅僅只是因為某一聰明或有才能的學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，在絕大多數的試點研究中，孩子們只按智商高低分班，很不可靠，而結論又僅以掌握事實細節的分數為基礎。

Unfortunately,therearenoreliabledevicesformeasuringgrowthinsuchareasascreativity,attitudes,personaladjustment,latentinterestandtalent,andinnatecapacity.(forthesefactorsarequitesubjective)不幸的是，在創造性、態度、自我調節能力、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（孩子的）責任感“Moralitymaybeinstilledintotheirminds“道德可以灌輸到他們的頭腦中Ihaveconfidence…interestsandabilities.

Iamconfidentthatifteachersareawareofindividualdifferencesandmotivateyoungpeopleindifferentways,thestudentswilldevel