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| 篇 名 |
The Myth and Improvement of Using Teacher Observation in Identifying Intellectually Gifted Students in Primary Schools |
| 作者/編譯者 |
Tsui-Ling Yang |
| 出版年/月 |
2004/6 |
| 期 數 |
91 |
| 頁 次 |
17 ～ |
| 類 別 |
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| 摘 要 |
The article provides several clarification and discussion of the myth. Within the process of elementary enrollment for identifying general gifted students‚ how teachers design the identifying observation‚ identification focus‚ assessment complexity and the identification of observation outcome are included. Gifted teachers have myth at identifying general with gifted features on their social relations‚ creative ability‚ and explicit features. It also provides related suggestions for the identifying credibility and discrimination within the design process‚ such as research target lockup‚ observation content and materials design planning‚ interscholastic cooperation and the research outcome concretization…etc. Keywords：Gifted Students in Primary Schools‚ Teacher Observation in Identifying |
| 檔 案 |
無 |
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