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| 篇 名 |
Assumed Gifted and Underachievement |
| 作者/編譯者 |
Wu‚ Ming-Qing |
| 出版年/月 |
1981/1 |
| 期 數 |
1 |
| 頁 次 |
8 ～ |
| 類 別 |
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| 摘 要 |
"Assumed gifted" and "underachievement" caused common phenomenon of academic underachievement in experimental class for the gifted. Both "assumed gifted" and "underachievement" are characterized by extreme underachievement‚ but they are in fact intrinsically different. "Assumed gifted" are not gifted. "Assumed gifted" emerged due to deficiency of assessment materials and process. Previous experiences of taking intelligence tests may familiarize the subjects with the tests and lead to "assumed gifted". On account of intellectually constrained of assumed gifted‚ placement adjustment for them returning to regular class is needed as soon as possible. On the other hand‚ inadequate guidance of adjustment and learning environment caused underachievement gifted. To help the underachievement gifted‚ teacher should begin with acquiring information about relationship between the parents and gifted children and learning style of the gifted. Then‚ according to the information‚ improve the relationship between the parents and gifted children‚ develop positive self-concept of the gifted and provide appropriate learning condition to support them. |
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