美、澳、德三国学者关于超常教育的再思考

Rethinking of the Gifted Education among Scholars in the United States,Australia and Germany

近年来,国际上关于超常教育的争论一直不断,学术界始终未能达成共识。2011年美国心理学杂志《大众心理科学》刊登了一篇重量级的文章,该文基于心理科学对超常教育进行再思考并提出了超常个体发展模型。《超常教育季刊》在2012年第4期转载了这篇文章并刊登了8篇各国学者的评论。综合各方学者观点,未来超常教育有五个改革方向:一是改变目前的超常教育范式;二是教给学生不知道且打算学习的知识;三是关注超常个体的社会心理需求;四是强化多方合作与衔接;五是重视超常个体职业选择的教育引导。

In recent years, the international debate on gifted education has been constantly heated and the academic community has not been able to reach a consensus. In 2011, Popular Psychology Science, a journal in the field of psychology in the United States, published an important article which put forward a gifted individual development model based on the rethinking of the gifted education in the field of psychology science. Gifted Education Quarterly reprinted this article on the fourth issue in 2012 and also published eight commentary papers among scholars from different countries. A comprehensive integration of the scholars＇ opinions proposes that the future gifted education has five directions of reform. The first one is to change the current gifted education paradigm. The second one is to teach knowledge to students. The third one is to focus on the social psychological needs of gifted individuals. The fourth one is to strengthen multilateral cooperation and cohesion. The fifth one is to pay attention to the education and guidance of gifted individuals＇ career choices.