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| 篇 名 |
An Exploration on the Peer Relationships of Gifted Children |
| 作者/編譯者 |
Jin-chin chang |
| 出版年/月 |
1996/6 |
| 期 數 |
59 |
| 頁 次 |
25 ～ |
| 類 別 |
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| 摘 要 |
This article is a literature review of peer relationships between gifted and normal students and the factors affecting them. It introduced the development of peer relationship and four bases for its theories, including psychological analysis, social acquisition, cognitive development and comparative behaviors. It also illustrated sociometry, peer evaluation and observation as three ways of measuring peer relationships. Starting from these points, the research showed that pre-school gifted children's development of cognition and world knowledge appear prior to that of the non-gifted, but the former do not become popular accordingly. Instead, they tend to form relationships with their gifted counterparts, elder non-gifted students and adults rather than their non-gifted peers. Gifted students indicated that they seem to receive high expectation from the teachers and peers outside of the gifted class, and are therefore unwelcome. From the literature, it was also found that gifted students joining pull-out programs have better peer relationship than those in separate classes. Therefore pull-out programs not only fit in with the trend of mainstream but is more beneficial to gifted students' peer relationship and social development. Yet what remains a problem is that gifted students find it hard to form close relationship among their peers, which is something the instructors should take heed of. |
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