美国超前教育模式研究
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摘要
超前教育(acceleration)是以学生的学业需要为主要参照来提供较快的学习进度或缩短就读时间来进行教育干预的一种模式。作为英才教育中最普遍实行的方式之一,超前教育超越了年龄的限制,在为学生提供相当水平的学习挑战的同时,也缩短了传统意义上学生的上学年限。比较常见的超前教育模式包括提前修课、缩短学制、跳级和提前入学。本文回顾美国超前教育的发展历史,并介绍美国主要超前教育模式的发展现状及其对学生正面与负面影响的研究结果;同时,也将对美国超前教育与中国最有影响的超前教育模式之一——大学少年班(提早入大学)进行比较,并讨论美国超前教育对中国英才培养的借鉴和实际应用。
Acceleration is an educational intervention that teaches students at a faster pace or in a shortened period of time based on students' academic needs. As one of the most common approaches in gifted education, acceleration surpasses the limit of age, providing students with appropriate academic challenges while shortening students' time at school. Common acceleration practices include advanced placement, shortening period of schooling, grade skipping, and early enrollment. This paper reviews the history of academic acceleration in the United States, and it introduces the status of major acceleration practices and their positive and negative influences on students. Additionally, this paper compares the early entrance to college in the States with the most influential acceleration model in China—special class for the gifted young and discusses what we can draw from U.S. academic acceleration and its practical application in China's gifted education.
Acceleration is an educational intervention that teaches students at a faster pace or in a shortened period of time based on students' academic needs. As one of the most common approaches in gifted education, acceleration surpasses the limit of age, providing students with appropriate academic challenges while shortening students' time at school. Common acceleration practices include advanced placement, shortening period of schooling, grade skipping, and early enrollment. This paper reviews the history of academic acceleration in the United States, and it introduces the status of major acceleration practices and their positive and negative influences on students. Additionally, this paper compares the early entrance to college in the States with the most influential acceleration model in China—special class for the gifted young and discusses what we can draw from U.S. academic acceleration and its practical application in China's gifted education.
引文
[1]Pressey,S.L.(1949).Educational acceleration:Appraisals and basic problems.Columbus,OH:The Ohio State University.
[2]National Association for Gifted Children(2004).Position paper:Acceleration.Retrieved from http://www.nagc.org/index.aspx?id=383
[3][17]Kulik,J.A.(2004).Meta-analytic studies of acceleration.In N.Colangelo,S.G.Assouline,&M.U.M.Gross(Eds.),A nation deceived:How schools hold back America’s brightest students,volume II(pp.13-22).Iowa City,IA:The Connie Belin and Jacqueline N.Blank International Center for Gifted Education and Talent Development.
[4][16]Steenbergen-Hu,S.,&Moon,S.M.(2011).The effects of acceleration on high-ability learners:A meta-analysis.Gifted Child Quarterly,55,39-53.doi:10.1177/0016986210383155.
[5]Tannenbaum,A.J.(1958).History of interest in the gifted.In N.Henry(Ed.),Education for the gifted.57th Yearbook of the National Society for the Study of Education(Part II,pp.21-38).Chicago:University of Chicago Press.
[6]Colangelo,N.,Assouline,S.G.,&Gross,M.U.M.(2004).A nation deceived:How schools hold back America’s brightest students,volume II(pp.13-22).Iowa City,IA:The Connie Belin and Jacqueline N.Blank International Center for Gifted Education and Talent Development.
[7]Rogers,K.B.(2004).The academic effects of acceleration.In N.Colangelo,S.G.Assouline,&M.U.M.Gross(Eds.),A nation deceived:How schools hold back America’s brightest students,volume II(pp.47-57).Iowa City,IA:The Connie Belin and Jacqueline N.Blank International Center for Gifted Education and Talent Development.
[8]Southern,W.T.,&Jones,E.D.(2004b).Types of acceleration:Dimensions and issues.In N.Colangelo,S.Assouline,&M.U.M.Gross(Eds.),A nation deceived:How schools hold back America’s brightest students(Vol.2,pp.5–12).Iowa City:University of Iowa,The Connie Belin&Jacqueline N.Blank International Center for Gifted Education and Talent Development.
[9]Gross,M.,&Van Vliet,H.(2005).Radical acceleration and early entry to college:A review of the research.Gifted Child Quarterly,49,154-171.doi:10.1177/001698620504900205.
[10]Stanley,M.F.(1978).Concern for intellectually talented youths:How it originated and fluctuated.In R.E.Clasen&B.Robinson(Eds.),Simple gifts.Madison:University of Wisconsin.
[11]National Association for Gifted Children(2011).2010-2011 State of the States in gifted education:National policy and practice data.Retrieved from http://www.nagc.org/index2.aspx?id=8714.
[12]Borman,G.D.,Hewes,G.M.,Overman,L.T.,&Brown,S.(2003).Comprehensive school reform and achievement:A meta-analysis.Review of Educational Research,73,125-230.doi:10.3102/00346543073002125.
[13]Kulik,J.A.,&Kulik,C.C.(1984).Effects of accelerated instruction on students.Review of Educational Research,54,409-425.
[14]Rogers,K.B.(1991).A best-evidence synthesis of research on types of accelerative programs for gifted students.Dissertation Abstracts International,52,796-A.(University Microfilms No.AAT91-22206).
[15]Kent,S.D.(1992).The effects of acceleration on the social and emotional development of gifted elementary students:A meta-analysis.Dissertation Abstracts International,54(2-A).U.S.:University Microfilms International.
[2]National Association for Gifted Children(2004).Position paper:Acceleration.Retrieved from http://www.nagc.org/index.aspx?id=383
[3][17]Kulik,J.A.(2004).Meta-analytic studies of acceleration.In N.Colangelo,S.G.Assouline,&M.U.M.Gross(Eds.),A nation deceived:How schools hold back America’s brightest students,volume II(pp.13-22).Iowa City,IA:The Connie Belin and Jacqueline N.Blank International Center for Gifted Education and Talent Development.
[4][16]Steenbergen-Hu,S.,&Moon,S.M.(2011).The effects of acceleration on high-ability learners:A meta-analysis.Gifted Child Quarterly,55,39-53.doi:10.1177/0016986210383155.
[5]Tannenbaum,A.J.(1958).History of interest in the gifted.In N.Henry(Ed.),Education for the gifted.57th Yearbook of the National Society for the Study of Education(Part II,pp.21-38).Chicago:University of Chicago Press.
[6]Colangelo,N.,Assouline,S.G.,&Gross,M.U.M.(2004).A nation deceived:How schools hold back America’s brightest students,volume II(pp.13-22).Iowa City,IA:The Connie Belin and Jacqueline N.Blank International Center for Gifted Education and Talent Development.
[7]Rogers,K.B.(2004).The academic effects of acceleration.In N.Colangelo,S.G.Assouline,&M.U.M.Gross(Eds.),A nation deceived:How schools hold back America’s brightest students,volume II(pp.47-57).Iowa City,IA:The Connie Belin and Jacqueline N.Blank International Center for Gifted Education and Talent Development.
[8]Southern,W.T.,&Jones,E.D.(2004b).Types of acceleration:Dimensions and issues.In N.Colangelo,S.Assouline,&M.U.M.Gross(Eds.),A nation deceived:How schools hold back America’s brightest students(Vol.2,pp.5–12).Iowa City:University of Iowa,The Connie Belin&Jacqueline N.Blank International Center for Gifted Education and Talent Development.
[9]Gross,M.,&Van Vliet,H.(2005).Radical acceleration and early entry to college:A review of the research.Gifted Child Quarterly,49,154-171.doi:10.1177/001698620504900205.
[10]Stanley,M.F.(1978).Concern for intellectually talented youths:How it originated and fluctuated.In R.E.Clasen&B.Robinson(Eds.),Simple gifts.Madison:University of Wisconsin.
[11]National Association for Gifted Children(2011).2010-2011 State of the States in gifted education:National policy and practice data.Retrieved from http://www.nagc.org/index2.aspx?id=8714.
[12]Borman,G.D.,Hewes,G.M.,Overman,L.T.,&Brown,S.(2003).Comprehensive school reform and achievement:A meta-analysis.Review of Educational Research,73,125-230.doi:10.3102/00346543073002125.
[13]Kulik,J.A.,&Kulik,C.C.(1984).Effects of accelerated instruction on students.Review of Educational Research,54,409-425.
[14]Rogers,K.B.(1991).A best-evidence synthesis of research on types of accelerative programs for gifted students.Dissertation Abstracts International,52,796-A.(University Microfilms No.AAT91-22206).
[15]Kent,S.D.(1992).The effects of acceleration on the social and emotional development of gifted elementary students:A meta-analysis.Dissertation Abstracts International,54(2-A).U.S.:University Microfilms International.