超常儿童,gifted children
1)gifted children超常儿童
1.The main purpose of this study was to investigate the early developmental trend in young children s metamemory knowledge, and to see whether there was any difference between gifted and nongifted children.本研究主要探讨超常儿童与普通儿童早期元记忆知识的发展。
2.This study investigated the cognition on number with strategies in 2-to 5-year oldgifted children.本研究的主要目的是为了考察2-5岁超常儿童对数的认知及其策略运用的特点。
3.46gifted children and 54 normal children aged from 2 to 5 were selected from kindergartens in Shanghai to investigate the comparison of two sets with strategies.选取2-5岁超常儿童46名、普通儿童54名,通过测查发现:(1)2-5岁超常儿童的集合比较能力显著优于同年龄普通儿童;(2)2-3岁超常儿童不具备用"数数"比较两个集合的能力,通常依靠"视觉线索"判断集合大小;(3)3-5岁超常儿童自发运用数数策略的能力显著优于普通儿童;(4)3-5岁超常儿童普遍可以运用数数策略进行两个集合的比较。
英文短句/例句
1.The Development of Self-concept in Gifted Children Aged 11 to 13;11-13岁超常儿童自我概念的发展
2.The Research of the Process of Artistic Thought of the Supernomal Children in Painting;绘画超常儿童艺术思维过程个案研究
3.A Trace Research of a Supernormal Child in All Around Development;对一个全面发展超常儿童的追踪研究
4.The Study of Adaptability of the Gifted Children on Intelligence in the Regular Class智力超常儿童在普通班中的适应状况研究
5.The Cognition on Number with Strategies in 2-to 5-Year Old Gifted Chidren;2-5岁超常儿童对数的认知及其策略的研究
6.The Big-Fish-Little-Pond Effect: Consideration of the Educational Placement of Gifted Children;大鱼小池塘效应——对超常儿童教育安置的思考
7.A Study on Comparing Two Sets with Strategies in 2-5-Years Old Gifted Children2-5岁超常儿童的集合比较及其策略研究
8.A Preliminary Study on the WISC-Ⅳ Score Model and the Cognitive Characteristics of Gifted Children智力超常儿童韦氏儿童智力量表第四版分数模式及其认知特性的初步研究
9.Development of Gifted Children:from Accelerated Education to Colorful Education;智力超常儿童的发展:从加速式教育到丰富式教育
10.The Generalizability of a Performance assessment Measuring Achievement in the Curriculum of Psychological Development and Education of Gifted Chidren;概化理论在《超常儿童心理发展与教育》课程成绩评估中的应用研究
11.About Prof. Yang Zhenning s Educational Thoughton the Early Gifted Children Education and Its Inspiration to the Juvenile University Students;论杨振宁的超常儿童早期教育思想及其对“少年班”教育的启示
12.SPEED OF INFORMATION PROCESSING (SIP) OF 7 YEAR OLD INTELLECTUALLY SUPERNORMAL AND NORMAL CHILDREN7岁超常和常态儿童的信息加工速度
13.THE INSPECTION TIME OF 8 - 12 YEARS OLD SUPERNORMAL AND NORMAL CHILDREN;8~12岁超常与常态儿童的检测时比较
14.A COMPARATIVE STUDY ON OBSERVATION ABILITY BETWEEN SUPERNORMAL AND NORMAL CHILDREN AT AGE 3-63—6岁超常与常态儿童感知观察力的比较研究
15.The Difference of Nonintellectual Factors between Gifted and Normal Children;超常与常态儿童在非智力因素上的差异
16.AN ANALYSIS OF THE ECHOCARDIOGRAMS OF 100 NORMAL PRESCHOOL AGED CHILDREN100例正常学龄前期儿童超声心动图的分析
17.Investigation of Overweight or Obesity and Blood Fat Level Abnormality in 246 Children246例体检儿童超重或肥胖与血脂异常调查
18.THE DEVELOPMENT OF GIFTED AND NON-GIFTED YOUNG CHILDREN IN METAMEMORY KNOWLEDGE;超常与普通儿童元记忆知识发展的实验研究
相关短句/例句
supernormal children超常儿童
3)normal children正常儿童
1.Study of corrnary artery diameters in 210normal children by echocardiography;210例正常儿童冠状动脉内径超声心动图测定的初步研究
2.Characteristics of multifocal electroretinogram innormal children;正常儿童多焦视网膜电图的特征
3.Research on the horizontal smooth pursuit eye movement of 300normal children正常儿童300例的水平平滑追随眼动的研究
4)atypical child异常儿童
5)deviant children偏常儿童
6)normal child常态儿童
延伸阅读
超常儿童超常儿童supernormalchild智力发展明显超过同龄儿童一般发展水平的儿童。最早对天才人物进行研究的是英国的F.高尔顿。美国心理学家L.M.特曼，首创用智力测验来鉴别和研究天才儿童。在西方国家，智商130以上者被认为属于超常儿童。超常儿童知觉敏锐，观察力强，注意力集中，识记快，保持长久；想象力丰富，活跃；思维敏捷、深刻，有独创性，特别善于比较分析各种关系，抓住关键，有计策，有创造性地解决问题。他们求知欲旺盛，兴趣广泛或专深，进取心强，具有排除各种干扰，战胜困难，坚持实现目的的坚强意志品质。一般有较好的遗传素质，但素质的优异只提供发展为超常儿童的可能性，还要有适当环境的影响，尤其是良好的教育(包括早期教育)，才能使这种可能转化为现实。
