| Special elite education is a special high-quality education suitable for the mental and physical characteristics of the Super Intelligent Children.It is fundamentally different from the traditional "elite education" which only takes academic achievement as the standard in mass education.Its characteristic is that the education object is only for the super intelligent children,and effective teaching is carried out according to their special characteristics,that is,teaching students according to their aptitude.At the same time,it is also the improvement and supplement of the current education system.It can also develop the potential ability of the educated,carry forward their advantages and abilities,and implement an education mode that is most suitable for the super intelligent children.Gifted(gifted)education,gifted education,extraordinary education and special elite education for gifted children have both similarities and differences.The similarity lies in that they all follow the educational law of "teaching students according to their aptitude".The difference is that the definition of the receiver of other kinds of education except for the special elite education for super intelligent children includes diversified abilities.The special elite education for super intelligent children is proposed only for the students with superior intelligence.Special elite education is a very important issue.It is an important way for the country to cultivate high-quality top-notch innovative talents and implement the strategy of strengthening the country with talents,and it helps to promote educational equity.This study examines the issue of special elite education from the perspective of equity,and comprehensively uses the theory of Zone of Proximal Development,educational equity and policy-making theory,and holds that educational equity in the new era should conform to the level of economic and social development,should get rid of the shackles of traditional ideas and expand new connotations to promote the development of individuals,society and the country.At present,there is a generalmisunderstanding of education equity in the society,which holds that equality and fairness are absolute average,and even that any difference in education is unfair.However,does special elite education really stand on the opposite side of educational equity? The answer is No.People's gender,age,personality and ability are different from each other.The "equal exertion" in education is the lowest level and superficial pseudo fairness.It is the real and substantive fairness to provide appropriate education conditions for everyone according to the different qualities of the educated objects.In other words,education equity should be based on teaching students according to their aptitude.This research problem is based on: first,people misunderstand educational equity,and think that equity is the same education;second,the alienation of special elite education in China is serious,which is mainly reflected in that mass education is elitist;third,the current "extraordinary education" in China can not meet the needs of individual people,society and the country in terms of scale and content;fourth,many countries and regions in the world are vigorously developing talent education,some countries even raise the talent education to the height of national core competitiveness,increase funding,and issue laws and decrees to protect the legal system and policy,while China's special elite education for super intelligent children is lack of policy protection.The purpose of this study is to analyze and compare the research and policies of special elite education in different countries.On the basis of drawing lessons from international experience and combining with the actual situation of our country,this paper attempts to explore the cultivation mode of special elite education suitable for China's national conditions,so as to provide theoretical support and policy suggestions for the promulgation of China's special elite education policy.This study comprehensively uses the methods of literature,comparison,investigation and statistics.First of all,it combs the research results and policies of special elite education in various countries,and understands the research and implementation status of special elite education at home and abroad,so as to provide theoretical and practical basis for this study;then,through the comparative study of special elite education policies at home and abroad,combined with the national conditions of various countries and the actual situation of China,it provides reference for this study;then through questionnaire survey and in-depth interview To investigate the social cognition of special elite education,to understand the basic understanding and attitude of therelevant groups on special elite education,their views on the key issues of special elite education and the domestic practical experience of special elite education.In the part of questionnaire survey,800 questionnaires were sent out and 648 valid questionnaires were collected.33 experts(including education experts and other experts),school leaders,teachers,parents and students were interviewed,including Mr.Gu Mingyuan and Mr.Pei Dina,as well as many domestic first-class primary and secondary school leaders.The questionnaire data were analyzed by SPSS19.0 statistical software,The qualitative data were analyzed by using Nvivo11 qualitative analysis software.The data analysis and interview analysis provided the quantitative and qualitative research basis for this study.Finally,according to the above research results,the policy recommendations of special elite education and training policy for the Super Intelligent Children were obtained.The specific policy recommendations are as follows: to build a complete channel of talent development,on the one hand,establish a scientific appraisal and selection mechanism for mentally retarded children.Specifically,we can use the international mature intelligence test scale combined with the diversified appraisal and selection mechanism recommended by students,parents and teachers.On the other hand,we should open up the channels for the promotion of mentally retarded children,so that they can be trained coherently and systematically In terms of teachers,we should strengthen the construction of teachers from three aspects: the selection and training system,the professional development of teachers,and the incentive and guarantee mechanism,so as to cultivate special excellent teachers for special elite education;in the curriculum,we should strengthen the demand survey,enhance the diversification of curriculum and teaching forms,and pay more attention to diversity and selectivity in curriculum design,and pay attention to differences In terms of management,it is necessary to set up special departments to manage the special elite education in the government functional departments,or consider setting up special departments to adjust the curriculum mode,coordinate the education team,strengthen the teaching management,and strengthen the policy propaganda to reduce the resistance of policy implementation;in terms of policies and regulations,it is necessary to provide funds,policies and legal guarantee for special elite education legislation To fill the gap of policies and regulations on the special elite education for the mentally retarded children in China.There are two innovations in this study: first,on the content,through the analysisof foreign special elite education policies,on the basis of comparison and reference,combined with the development of China's special elite education for mentally retarded children,to explore the local training policy;second,in terms of methods,it adopts a mixed research method combining a variety of research methods.Due to the limitations of research conditions and ability,there are still some deficiencies.We hope to invite more domestic top experts and university leaders to participate in the research,and we also expect the state to support more exploratory teaching experiments in the future. |
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