Education For Gifted And Talented Students In Junior High School

Who are the gifted and talented students? Can all students with high potentials display gifted behaviors? How to develop their potentials and encourage their gifted behaviors? We are trying to address these problems through this empirical study.In this study,based on the theory of Three Ring Conception of Giftedness,we identified the students' talent potential in six AP classes of Shanghai Wenlai Junior High School.In the form of quantitative research during action research,242 students were selected as the sample of participants from 262 students of six curriculum experimental classes.The sample of participants(N = 242,ages 11-14 years,Grades 6-8,males 128,females 114)completed Raven's Standard Progressive Matrices(RSPM),Creative Tendency Scale(CTS)and Learning Motivation Scale(LMS).At the same time,three different levels(A-level,B-level,and Clevel)of segmentation academic achievements were obtained by using cluster analysis.All of the data were analyzed using SPSS 19.0.Then students were classified as gifted students,expanded gifted students and underachievers according to the degree of performance of their gifted behaviour.Meanwhile they are being classified as Fourclassification:?,?,?,? based on their giftedness.Thus formed Three-hierarchy & Four-classification Model.On the base of Three-hierarchy & Four-classification Model and the teaching practices of six curriculum experimental classes,we also applied The Enrichment Triad Model theory,from which,on the one hand,we learn Stratified Teaching concept,implement three different strategies for educating students,whoes gifted behaviour may defined within the Three-hierarchy theory: Mentorship stratege for educating gifted students;Positive Cognitive Intervention stratege for educating underachievers;Combination of Mentorship and Positive Cognitive Intervention strateges for educating expanded gifted students,considering this group of students may become gifted students or fall into group of underachievers.On the other hand,what we should learn from The Enrichment Triad Model Theory is Special training strategy.Compensate the lack of "gifted factor" is the aim of this strategy.As the core of this strategy is to foster creativity and research capabilities.Tring to improve the students' learning motivation and concentration.According to the Fourclassification of gifted students,we put forward Four-level Cultivating Special Training.Hence,finally we explored this Three-hierarchy & Four-level Cultivating Model,which can effectively foster and cultivate gifted students of Three-hierarchy & Four-classification Model.In the end,based on the Positive Cognitive Intervention theory,we studied 12 underachievers from Curriculum Experimental Classes of 2012 of Weilai Junior High school,with the method of qualitative research during action research,from the "composition" and "getting the teacher's praise" two sides,we applied Positive Cognitive Intervention strategy for one and a half semesters to these 12 underachievers.The results show that this training strategy has successful effection on the underachievers from curriculum experimental classes of Weilai junior high school,it can be used to improve the gifted behavior of underachievers.