经济与社会科学2020files.eric.ed.gov
超常天赋儿童：加速教育的长期结果（2006）
Exceptionally gifted children: long-term outcomes of acceleration (2006)
进阶 · 约 50 分钟读完前置知识：超常教育基本概念、纵向研究常识、基础统计
导读
这篇论文考察极端高天赋儿童的长期发展结果，重点比较教育加速（如跳级、提前学习）与非加速安置在学业和社交等方面的差异。从评论引述看，论文倾向主张尽早识别超常儿童，并提供加速或能力分组等更匹配其发展水平的教育安排，而不是一味延迟。
HN 关注点：天才儿童该跳级还是进特殊班级、早年能力分组是否利于社交与心理健康，以及这些孩子成年后的真实结局。
HN 评论精选
这几条评论里：亲历 4
亲历当前超常儿童资源丰富，关键是为他们提供自由探索和项目机会。
我兼职辅导一些极端天赋学生（举例：10岁学微积分，14岁发表研究论文并学习研究生水平的广义相对论），可以说这类论文的经验已被重视。如今这类孩子资源很多且逐年增加：教授带他们做研究项目、夏令营把他们聚在一起、免费网课提供大量知识。各领域完整课程常被放到 YouTube 上，教学质量比几乎所有“正规”课程还好。孩子们似乎挺开心，我期待几十年后的结果。我的磁石高中是较小例子：以严格课程和好结果闻名，大家拼命想进；进去后发现几乎没作业，半天坐着。真正的魔力在于如何利用自由时间。
knzhou查看英文原文
I tutor some exceptionally gifted students as a side gig (for scale: calculus at 10, publishing research papers and learning graduate-level general relativity at 14), and I can say that the lessons of papers like these have been taken to heed. Today, there are tons of resources for kids like these, and the explosion continues every year. Professors are taking them for research projects, summer camps are bringing them together, and free online courses are spoiling them with knowledge. We're at the point where full courses are regularly put on Youtube in every field, with better teaching quality than almost all "real" courses! The kids seem to be quite happy for it, and I'm looking forward to the results in a couple decades. My magnet high school was a smaller example of this. It had a reputation around the area for producing great outcomes for students with rigorous coursework, so people fought like crazy to get in. But once we did, we found that we had almost zero homework and spent half of each school day just sitting around. The real magic was in what we got to do with all that free time!
亲历能力分组和 GT 同伴环境对成长重要，把分流视为歧视令他担忧。
我最好的回忆包括初中 GT 项目：年级约30人三年一起上核心课。当时不珍惜，但回头看，与不关心学校的大多数6-8年级学生分开、周围是关心学习的孩子，对我读完高中和大学影响巨大。多数孩子比我聪明得多，现在做着了不起的事。多年后在瑞典学习，我和一位公立学校老师成了好友。我讲 AP、GT 和磁石项目，她完全觉得陌生。她说瑞典把孩子这样分开会构成歧视。我担心世界越来越朝这方向，但希望不会。我很幸运被放在推动我、有共同目标的同伴中，因为我家乡大多数孩子没有这种环境，我很容易走上不同路。大学时我意识到自己完全不同层次：同学都是大型高中前几名，我几乎跟不上。那时遇到宿舍里两个14岁双主修计算机和数学的孩子，我意识到同一年龄段智力层次如此多，学校长期做错了。
elamje查看英文原文
I remember some of my best memories were being in a GT program at my middle school where about 30 kids in my grade took the same core classes together every year for all 3 years. I didn’t appreciate it then, but in hind sight being separated from most 6th-8th graders who barely care about school and being mostly around kids that did, had a tremendous impact on driving me through high school and college. Most of the kids were way smarter than me and are doing incredible things now. Years later, when I studied in Sweden, I became great friends with a public school teacher there. I told her about AP classes, and GT and magnet programs and it was quite literally, a foreign concept. She said that in Sweden it would be discriminatory for children to be separated like that. I’m worried that the world is moving more and more in this direction, but I hope not! I felt extremely lucky to be put around peers that pushed me and had shared goals because most of the kids where I’m from don’t have that, and I could have easily ended up on a different path. In college, I realized I was in an entirely different league when all of my classmates were in the top couple of graduates from their huge high schools, and I could barely hang on. Around that time I met a couple of 14 year olds in my dorm that were dual majoring in computer sci and math, and then I realized that there are so many different levels of intelligence in the same age buckets, schools have been doing it wrong for so long! In an ideal world everyone could be grouped at the appropriate level regardless of age, but then again, there is a huge difference in 14 year olds vs 18 and 19 year olds, so there seems to be some merit to the age bucket system. All that being said, the only thing I know is that world is a complicated place :)
亲历非跳级天才儿童可能社交孤立并出现心理健康问题，亲历者认为论文描述吻合。
我35岁，曾被认定为天才儿童，所以这篇论文吸引我。论文有一节讨论天才儿童是否被允许跳级的结果，我的个人经历大体符合对我所属群体 nonaccelerands 的描述：“若干非加速者有严重且持续的社交关系问题。这些年轻人很难维持友谊，因为在学校很大程度上被社交孤立，形成期练习少得多。六人接受过咨询，其中两人因重度抑郁接受治疗。如果教育者像研究者一样对伦理委员会负责，这种发展上不合适的教育安置绝不会被允许。”我想知道这群人现在怎样，研究者是否考虑让两组人互相认识、组成支持小组。
preston4tw查看英文原文
I'm currently 35 and I was ID'd as a gifted child, so this paper caught my attention. There's a section that discusses outcomes based on whether gifted children were allowed to skip grades or not, and my personal experience largely matches what is described for what would be my group, the nonaccelerands: "Several of the nonaccelerands have serious and ongoing problems with social relationships. These young people find it very difficult to sustain friendships because having been, to a large extent, socially isolated at school, they have had much less practice in their formative years in developing and maintaining social relationships. Six have had counseling. Of these, two have been treated for severe depression. If educators were made responsible to ethics committees, as are researchers, such developmentally inappropriate educational misplacement would never be permitted." I wonder how this group is doing these days. I wonder if the runners of the study ever considered introducing members of this group to the others to form a support group.
亲历特殊班级优于单纯跳级，应尽早识别并做能力分组。
满足极高天赋儿童课程需求有两种主要可能：1）把他们集中到全部水平相近的特殊班，由专门教师用天才课程；2）让他们跳级，与可能大很多的学生一起。选项1更利于社交发展，因为他们并非各方面都更成熟，应尽可能采用。选项2可能让年长同伴欺凌和嫉妒，有些年长者学业还不如年幼天才。早期按能力分组也更可取。论文说：“在澳大利亚和美国，学校倾向延迟加速和能力分组到小学中年级，这一政策根本有缺陷。应在早期识别极端和深度天赋儿童，发展加速和分组项目……”充分发展高天赋符合社会利益，他们更有潜力发明突破性技术或作出非凡贡献。来源：我教过许多天才和高天赋学生多年。
nopinsight查看英文原文
Two main possibilities to match the curriculum to the needs of highly gifted children: 1) Put them together in a special class composed entirely of students with similar level of giftedness, taught by specialized teachers using a gifted curriculum. 2) Move them to a higher grade, which means they will need to study with (possibly much) older students. Option 1) is superior for their social development since they are not more mature in all respects. It should be pursued whenever possible. Option 2) may also subject the kids to bullying and jealousy by their older peers, some of whom might do worse than the gifted one in many academic subjects despite age difference. Early grouping by ability is also more desirable. From the paper: "In both Australia and the United States, schools tend to delay acceleration and ability grouping until the middle years of elementary school. This policy is fundamentally flawed. It is in the early years of school that we should be identifying exceptionally and profoundly gifted children and developing programs of acceleration and grouping to provide a more effective response to their accelerated intellectual and emotional development." It is in the interest of society to develop highly gifted students fully since they have more potential to invent groundbreaking technologies or contribute to society in an extraordinary way. Source: I have taught many gifted and highly gifted students over the years.
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