(全)英語(yǔ)精讀之雅思10含譯文abc

英語(yǔ)精讀之雅思10含譯文abcA段Internationally,'giftedness'ismostfrequentlydeterminedbyascoreonageneralintelligencetest,knownasanIQtest,whichisaboveachosencutoffpoint,usuallyataroundthetop2-5%.國(guó)際間，眾所周知的IQ測(cè)試成績(jī)中，最高的2-5%的成績(jī)常被用以標(biāo)測(cè)“天才”。Children'seducationalenvironmentcontributestotheIQscoreandthewayintelligenceisused.教育有助于IQ測(cè)試成績(jī)名列前茅及施謀用智。Forexample,averyclosepositiverelationshipwasfoundwhenchildren'sIQscoreswerecomparedwiththeirhomeeducationalprovision(Freeman,2010).例如，F(xiàn)reeman于2010年便指出IQ測(cè)試成績(jī)與家庭教育投資幾乎呈正相關(guān)關(guān)系。Thehigherthechildren'sIQscores,especiallyoverIQ130,thebetterthequalityoftheireducationalbackup,measuredintermsofreportedverbalinteractionswithparents,numberofbooksandactivitiesintheirhomeetc.以家長(zhǎng)的交流記錄，家里的書及家庭活動(dòng)量為評(píng)估標(biāo)準(zhǔn)發(fā)現(xiàn)：IQ成績(jī)?cè)礁?，尤?30分以上，家庭教育質(zhì)量越高。BecauseIQtestsaredecidedlyinfluencedbywhatthechildhaslearned,theyaretosomeextentmeasuresofcurrentachievementbasedonage-norms;thatis,howwellthechildrenhavelearnedtomanipulatetheirknowledgeandknow-howwithinthetermsofthetest.毫無(wú)疑問(wèn)，IQ成績(jī)由孩子們之前所學(xué)的知識(shí)最終決定，IQ測(cè)試換湯不換藥，知識(shí)掌握的熟練度及考試中的應(yīng)試技巧決定其分?jǐn)?shù)。Thevocabularyaspect,forexample,isdependentonhavingheardthosewords.例如，耳濡目染的詞匯自然可以脫口而出。ButIQtestscanneitheridentifytheprocessesoflearningandthinkingnorpredictcreativity.然而，IQ測(cè)試無(wú)關(guān)通幽洞微、以一知萬(wàn)的認(rèn)知能力，更無(wú)法卜測(cè)其獨(dú)樹一幟的潛力。B段Excellencedoesnotemergewithoutappropriatehelp.玉不琢不成器。Toreachanexceptionallyhighstandardinanyareaveryablechildrenneedthemeanstolearn,whichincludesmaterialtoworkwithandfocusedchallengingtuition-andtheencouragementtofollowtheirdream.事半功倍的資料和醍醐灌頂?shù)慕虒W(xué)是行之有效的學(xué)習(xí)之道，沒有它們及鞭麟笞鳳的鼓勵(lì)，天資卓越的孩子也難有豐功偉績(jī)。Thereappearstobeaqualitativedifferenceinthewaytheintellectuallyhighlyablethink,comparedwithmoreaverage-abilityorolderpupils,forwhomexternalregulationbytheteacheroftencompensatesforlackofinternalregulation.與反應(yīng)遲緩資質(zhì)平庸的孩子比，貌似能力非凡的孩子其思考能力很強(qiáng)大，上其實(shí)是因?yàn)榍罢撸月尚宰杂X性差，太過(guò)依賴?yán)蠋煹亩崦婷?。Tobeattheirmosteffectiveintheirself-regulation,allchildrencanbehelpedtoidentifytheirownwaysoflearning-metacognition-whichwillincludestrategiesofplanning,monitoring,evaluation,andchoiceofwhattolearn.蘊(yùn)含規(guī)慮揣度，恪守不逾，日省月修，獨(dú)立思考的學(xué)習(xí)之道可以讓所有孩子高效自律。Emotionalawarenessisalsopartofmetacognition,sochildrenshouldbehelpedtobeawareoftheirfeelingsaroundtheareatobelearned,feelingsofcuriosityorconfidence,forexample.情感意識(shí)亦是其不可缺少的組成部分，例如，好奇自信都有助于對(duì)所學(xué)知識(shí)了然于胸。C段Highachievershavebeenfoundtouseself-regulatorylearningstrategiesmoreoftenandmoreeffectivelythanlowerachievers,andarebetterabletotransferthesestrategiestodealwithunfamiliartasks.功成業(yè)就者不但能比碌碌無(wú)為的人事半功倍低掌握學(xué)習(xí)之道，而且可以更好地用其解決千變?nèi)f化的新問(wèn)題。Thishappenstosuchahighdegreeinsomechildrenthattheyappeartobedemonstratingtalentinparticularareas.一些孩子深諳此道猶如天賦異稟。Overviewingresearchonthethinkingprocessofhighlyablechildren,(ShoreandKanevsky,1993)puttheinstructorsproblemsuccinctly:'Ifthey[thegifted]merelythinkmorequickly,thenweneedonlyteachmorequickly.Iftheymerelymakefewererrors,thenwecanshortenthepractice'.例如，1993年，針對(duì)天才兒童思維方式的研究，ShoreandKanevsky言簡(jiǎn)意賅總結(jié)了老師關(guān)于神童難帶的牢騷：天才兒童如果只是思維敏捷或者算無(wú)疏漏就好辦了，加快教學(xué)進(jìn)度或者減少練習(xí)足以解決。Butofcourse,t