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Cultivating Gifted Students’ Healthy Personality in Extracurricular Reading

Author: ZhouLingJuan
Tutor: ZuoKuiCi
School: Suzhou University
Course: Education
Keywords: gifted students healthy personality extracurricular reading
CLC: G633.3
Type: Master's thesis
Year: 2011
Downloads: 37
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Abstract

At a time when science and technology are highly and fast developing, people are becoming more and more clear that in the competition of science and technology and economic, the score or essence is the competition of talents. Human development relies on talents, the development of the society needs talents, and the development of times calls for talents, so talent cultivation has taken an important position which cannot be ignored in modern education.Gifted education is a high level of quality education cultivating gifted students’potential, which accords with our country’s principle of special protection and development of human resources and teaching students in accordance with their aptitude, with a concept of‘people-oriented, comprehensive and personality development’in the new curriculum. New curriculum reform has provided a new opportunity for sustainable development of gifted education, at the same time gifted education research has provided a new research subject for the new curriculum reform.In this paper, the author studies a series of problems encountered in gifted education, especially on the problem of humanistic quality shortage, leading to short board barrel phenomenon which is occurred at times. From the angle of extracurricular reading, the author cultivates gifted students’healthy personality into the usual reading teaching.The paper mainly discusses the following four parts:The first part makes a brief statement about the research purpose, significance, objects and methods. For a long time, the research on cultivating gifted students’healthy personality in our country is relatively weak until the past‘child prodigy”was reported as monk or autistic by the media which attracted extensive concern of the society. The sustainable development of gifted children and their personality are closely related. During the process of the study, the author used more data, forms and cases in order to prove the study is scientific and practical, hoping this study can help the development of gifted education, as well as the normal quality education.The second part through our school gifted students’healthy personality survey and analysis of the status quo, and the investigations and studies of their extracurricular reading, the author makes sure in terms of intelligence, dominance, liveliness, courageous, sophistication, anxiety, tension and so on are above the average students, while in terms of warmth, stability, excitability, responsibility, sensitivity, abundance, self-discipline and so on are below the average. Also gifted students’reading condition is lower than that of normal students, but there are great differences between the individuals. These characteristics show the research direction and emphasis of the research.The third part is mainly elaborated on the gifted students’extracurricular reading research achievements and problems. After a period of carrying out the research plan, we are glad to see that gifted students gained spiritual pleasure from the reading; a child can make the whole family be fond of reading; gifted students have inner needs of writing under the guidance of reading who were not good at writing at first. But gifted students’healthy personality is not going to be developed only because of a short duration of time, nor several extracurricular books. We encountered a lot of foreseen and unforeseen difficulties, such as showing the result of the dominant and recessive contradiction, implementation of the long term and the term transient conflicts between books, and efficient and suitable for the inconsistency problems.The fourth part does specific practice strategy research about the problems involved in the issues. First we made reading plans to enhance gifted students’endurance, mainly adopting two methods: namely the class reading and reading system of standardization. Secondly, we use‘Solomon learning style test table’to test each session of gifted students’learning style test, to make clear about each child’s learning style of thinking. On this basis we apply various reading methods to them, such as‘students recommend bibliography, carrying out personalized reading’,‘teachers give thematic contents, building reading fields’and so on to stimulate their innovative ability. Once again for gifted students’weak social ability phenomenon, we strengthen the cooperation between teachers and students, students and students to strengthen gifted students’‘cooperation ability. The main methods are‘teachers and students read the same books’,‘senior tutor system’and so on. With the power of cooperation, we can help gifted students get away from pride or inferiority, and protect their self-esteem and confidence. By scientific reading guidance, we use the most common methods like skimming, detailed reading, and contrast reading to strengthen their reading consciousness. We choose the best reading time, promote their zone of proximal development, with the aid of healthy competition activities to cultivate lifelong reading consciousness, thus enhance their future comprehensive competitiveness.

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