Abstract

 

In this article, based on previous research on development of gifted learners, the authors summarize problems in nurturing gifted learners due to lacking of appropriate educational philosophy and educational methodology in Mainland China. The authors propose that the ‘bio-socio-intellectual model’, best illustrates the nature of human beings and the nature of gifted learners. From the perspective of the BSI model, the authors suggest three aspects that are critical in curriculum design to meet the needs of gifted education. The three aspects are: physical maturation or physical development, social maturation or social and interpersonal development, and mental maturation or intellectual development. It is argued that the BSI model has theoretical rationality and practical validity in mainland China.

 

Key Words

bio-socio-intellectual model, gifted education, Mainland China, nurturing gifted learners

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中國大陸超常兒童教育 — 基於生物-社會-心理模型

 

摘要

本文在簡要回顧了有關超常個體發展的已有研究的基礎上，指出中國大陸早期超常教育（大學少年班和家庭式個別教育）由於理論和實踐經驗的缺乏，而導致的問題。從而提出超常教育的生物-社會-心理模型（Bio-socio-intellectual：BSI），詳細闡釋了人類的本質和超常個體的本質。最後，詳細介紹了BSI模型在超常教育中的重要指導作用：生理發展是基礎，社會發展是前提，心理發展是重任。整篇文章從理論分析到實踐資料表明BSI在理論上的合理性和實踐中的有效性。

 

 

關鍵詞

教育, 超常兒童, 生物-社會-心理模型, 發展