美國(guó)對(duì)超常兒童教育的支持措施及其啟示(參考版)
2025-06-29 14:10本頁(yè)面
【正文】 參考文獻(xiàn)1 國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(20102020). : .201204122 How States regulate and support programs and servicesfor gifted and talented students. State of the Nation inGifted Education (20082009). Washington: NationalAssociation for Gifted Children.3 12 傅松濤，)))學(xué)習(xí).2006，(11):334 Nicholas C， Susan GA， Miraca UMG. ANation Deceived: How Schools Hold Back BrightestStudents. Lowa:TheUniversity of Lowa Pr， 2004. 155 Fithian E C. Rate of advanced placement (AP)examtaking among APenrolled students: A study of NewJersey high schools. Unpublished doctoral dissertation，College ofWilliamandMary， Williamsburg，VA. 2003.6 Council of State. Directors of Programs for the Gifted，19947 SwansonM. National survey on the state governance ofK12 gifted and talented education. Summary report.Nashville: Tennessee Initiative forGifted Education Reform，20038 Elisa B，Linda A. Legisaltion and Policies : Effects onthe gifted. A FiveState Analysis of Gifted EducationPolicies Reoper ，(29):149 Hannaway J，Woodroffe， N. Policy Instruments in Education. InR. E. Floden (Ed.)， ReviewofResearch inEducation. Washington， DC: American EducationalResearch 10 VanTasselBaska J. Curriculumpolicydevelopmentforgifted programs: Converting issues in the field to coherent practice. In J. Borland (Ed.)， Rethinking giftededucation Danvers， MA:Teachers College .17318511 啟示，教學(xué)與管理，2010，(2):61。綜上所述，對(duì)超常兒童重視不足、教育功利化、教育培養(yǎng)模式單一及缺乏相應(yīng)政策引導(dǎo)和保障成為制約我國(guó)超常兒童教育發(fā)展的主要障礙。我國(guó)超常兒童教育機(jī)構(gòu)提供的具有參考價(jià)值的研究成果和數(shù)據(jù)較少，教育行政部門在保障超常兒童教育的
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