综合英语第五册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怎样才能有效地培养这些有天分的孩子呢？我深信，我们应该尽可能的按照他们的兴趣能力来编组，制定出一套能帮助他们充分的发挥特长和能力的教学计划来鞭策他们。

anotherkindoffearhintedatinthepassage

Itisthefearofpushingthegiftedbeyondtheirendurance.Refertopara.15.

Ihavelittlefearofgiftedstudents(’)beingpushed16beyondtheirendurance,forIhavefaithintheabilityofmostteacherstorecognizethelimitstowhichanystudentshouldbepushed.Ontheotherhand,Idon'tbelievegiftednessshouldbewastedawaysimplybecauseabrightortalentedstudentiscontenttoproceedatwhatis—forhim—asnail'spaceortostandatthetopofaclassofstudentswithlessability我丝毫不惧怕天才学生会被推到超出他们承受力的地步，因为我相信大多数教师有能力识别某一学生应被推至的极限；但我相信天赋不应该仅仅只是因为某一聪明或有才能的学生满足于对他来讲简直是蜗牛爬行的前进速度、或处于一个能力较差的学生班的最前列而被浪费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，事实是，在绝大多数的试点研究中，孩子们只按智商高低分班，很不可靠，而结论又仅以掌握事实细节的分数为基础。

Unfortunately,therearenoreliabledevicesformeasuringgrowthinsuchareasascreativity,attitudes,personaladjustment,latentinterestandtalent,andinnatecapacity.(forthesefactorsarequitesubjective)不幸的是，在创造性、态度、自我调节能力、潜在的兴趣和才能，以及天赋的能力等方面还没有可靠的手段来衡量其长进。acasteofintellectualsnobs:

agroupofstudentswhoconsiderthemselvessuperiortoothersbecauseoftheiroutstandingabilityandachievement,andspecialtreatmenttheyreceivefromtheteacher.iftheychallengeandsparkinterestsinyoungpeople:

iftheycalluponyoungpeopletoengageinacontestofskillandencourageorstimulatethemintogreateractivityTheteacher,notthe…individualdifferences. Itistheteacher,ratherthanthewaythattheclassesareformed,thatinfluencesthestudentsinhowtheylookatdifferencesinabilityamongthemselvesParaphrase

instill:put(ideas,feelings,etc.)intosomebody’smindgraduallybutfirmlybyacontinuouseffort逐渐灌输（思想等）E.g.:Theyinstillasenseofresponsibilityin/intotheirchildren他们逐步培养（孩子的）责任感“Moralitymaybeinstilledintotheirminds“道德可以灌输到他们的头脑中Ihaveconfidence…interestsandabilities.

Iamconfidentthatifteachersareawareofindividualdifferencesandmotivateyoungpeopleindifferentways,thestudentswilldevel