今天我们要说的是剑10 Test 2 Reading Passage 2 Gifted children and learning，开头第二段就说了高智商儿童也要通过适当的方法促进学习：

1）Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area, very able children need the means to learn, which includes material to work with and focused challenging tuition and the encouragement to follow their dream. 为了在任一领域达到非常高的水准，高能力的儿童需要学习方法，这包括用来学习的材料和专注有挑战的指导，以及对他们追逐梦想的鼓励。

2）There appears to be a qualitative difference in the way the intellectual highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. 智力较高的儿童和能力一般或是年龄更大的儿童的思维方式看上去存在着质的差异，对后者而言老师进行的外部调节一般会补偿缺失的内部调节。

3）To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning, which will include strategies of planning, monitoring, evaluation and choice of what to learn. Emotional awareness is also part of self-regulation, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence. 为了达到最有效的自我调节，可以帮助所有儿童确定他们的学习方式，，包括规划，监督，评估的策略以及选择学什么。情绪意识同样是自我认知的一部分，因此应当帮助儿童意识到自己对即将学习的内容的感受，例如感到好奇或自信。

高成就者擅长于制定适合自己的学习策略：

1）High achievers have been found to use self-regulatory learning strategies more often and more effectively than low achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that appear to be demonstrating talent in particular areas. 高成就者比低成就者更频繁更有效地使用自我调节的学习策略，并且能转换这些策略来处理不熟悉的业务。

2） If the gifted merely think more quickly, then we can shorten the practice. But it is not the entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individual think. 如果有天赋者仅是能快速地思考，那么可以缩短练习时间，如果他们不只是怎么犯错误，那么可以缩短练习。但是事情显然并非完全如此，需要对学习方法和教学方法做出调整，以考虑个体多种多样的思维方式。

过多的指导会影响孩子的自主性：

1）Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to "overdirect" can diminish their gifted pupils' learning autonomy. Although "spoon-feeding" can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teacher risks loss of autonomy and motivation to discover. 倾向与"过分指导"的教师会减少有天赋儿童的学习自主性。尽管填鸭式灌输可以带来极高的考试分数，但这并不总是伴随着令人印象深刻的生活上的成功。过于依赖老师存在会导致自主性和动机的消失。

2）Given a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils' learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. 教育的基本目标时将对学习的管控从教师转移到了学生，将学生的学习提升为学习技巧才是学校的只要目标。

某些专业领域的学习还是需要有天赋：

But scientific progress is not all theoretical, knowledge is also vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not. Characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning practice. Creativity in all forms can be seen as expertise mixed with a high level of motivation. 在某一较高水平之上时，相比知识技能，独立性，创造性在达到最高水平的专业技能方面作用更大。

情绪对学习的影响：

Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behavior. 积极情绪促进学习的创造性，而消极情绪会一直创造力。