A段

Internationally, 'giftedness' is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%.

国际间，众所周知的IQ测试成绩中，最高的2-5%的成绩常被用以标测“天才”。

Children's educational environment contributes to the IQ score and the way intelligence is used.

教育有助于IQ测试成绩名列前茅及施谋用智。

For example, a very close positive relationship was found when children's IQ scores were compared with their home educational provision (Freeman, 2010).

例如，Freeman于2010年便指出IQ测试成绩与家庭教育投资几乎呈正相关关系。

The higher the children's IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc.

以家长的交流记录，家里的书及家庭活动量为评估标准发现：IQ成绩越高，尤其130分以上，家庭教育质量越高。

Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test.

毫无疑问，IQ成绩由孩子们之前所学的知识最终决定，IQ测试换汤不换药，知识掌握的熟练度及考试中的应试技巧决定其分数。

The vocabulary aspect, for example, is dependent on having heard those words.

例如，耳濡目染的词汇自然可以脱口而出。

But IQ tests can neither identify the processes of learning and thinking nor predict creativity.

然而，IQ测试无关通幽洞微、以一知万的认知能力，更无法卜测其独树一帜的潜力。

B段

Excellence does not emerge without appropriate help.

玉不琢不成器。

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.

事半功倍的资料和醍醐灌顶的教学是行之有效的学习之道，没有它们及鞭麟笞凤的鼓励，天资卓越的孩子也难有丰功伟绩。

There appears to be a qualitative difference in the way the intellectually 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.

老师的耳提面命对自律性差的马齿徒长资质平庸的学生不可或缺，貌似与笃实好学之人的学习之道截然不同。

To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning - metacognition - which will include strategies of planning, monitoring, evaluation, and choice of what to learn.

蕴含规虑揣度，恪守不逾，日省月修，独立思考的学习之道可以让所有孩子高效自律。

Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.

情感意识亦是其不可缺少的组成部分，例如，好奇自信都有助于对所学知识了然于胸。

C段

High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks.

功成业就者不但能比碌碌无为的人事半功倍得掌握学习之道，而且可以更好得用其解决千差万别的新问题。

This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas.

一些孩子深谙此道犹如天赋异禀。

Overviewing research on the thinking process of highly able

children, (Shore and Kanevsky, 1993) put the instructors problem succinctly: 'If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice'.

例如，1993年，针对天才儿童思维方式的研究，Shore and Kanevsky言简意赅总结了老师关于神童难带的牢骚：天才儿童如果只是思维敏捷或者算无疏漏就好办了，加快教学进度或者减少练习足以解决。

But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.

但是事实远非如此，每个人都各行其志，教无定法须适时调整。

D段

Yet in order to learn by themselves, the gifted do need some support from their teachers.

独立自律的学习自然离不开老师的点拨。

Conversely, teachers who have a tendency to 'overdirect' can diminish their gifted pupils' learning autonomy.

然而过犹则反，师有拔苗助长之嫌，学生的学习热忱必遭贬损。

Although 'spoon-feeding' can produce extremely high examination results, these are not always followed by equally impressive life successes.

纵然“满堂灌”换取了高分，最终只能换来庸庸碌碌的人生。

Too much dependence on the teacher risks loss of autonomy and motivation to discover.

仰息于师的代价是自觉性主动性的丧失。

However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils' self-regulation.

事实上，规范学生的自律是通过引导学生反思实现的。

For a young child, it may be just the simple question 'What have i you learned today?' which helps them to recognise what they are doing.

对小朋友而言，一句：今天学什么了？足以启发他们反省反思。

Given that 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.

鉴于教育的根本职责是让学生操盘学习，引导学生尤其是天资聪颖的学生学习真正的学习之道，应当是衡量教育成果的重要指标。

There are quite a number of new methods which can help, such as child-initiated learning, ability-peer tutoring, etc.

现存很多新的用以启发学生学习主动性的体验实践。

Such practices have been found to be particularly useful for bright children from deprived areas.

这些办法据说对启发偏远地区的孩子效果显著。

E段

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 (Elshout, 1995).

循序渐进反复淬炼炼技之道，对于真正进步不可或缺，熟能生巧方能出类拔萃：在自己领域研精苦思的人定必有敷衍塞责者成绩斐然。（并未完全否定前文考试技巧及“满堂灌”）

Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, 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 and practice.

然而，1988年Simonton 与一些创新型科学家通过研究提出，鉴于学习与练习的枯燥及对努力成都的高要求，要获得超越专业技术的辉煌成就，诸如独立之类的道德素养起着决定作用。

Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).

创新型学习的本质其实是道德情操指导下专业技能的熟练实施。

F段

To sum up, learning is affected by emotions of both the individual and significant others.

总之，自己及教师的道德素养左右学习之道得习得效果。

Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it.

正向的情绪引导能有助于创新型学习，负向的情绪导向只会起阻碍作用。

Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour.

例如，解决问题的行动实施是被好奇心驱使，好奇心是推进创新型学习的重要力量，而好奇心会被恐惧这样的负面情绪浇灭。

In Boekaerts' (1991) review of emotion in the learning of very high IQ and highly achieving children, she found emotional forces in harness.

Boekaert的关于天才儿童学习过程中的情绪研究中指出，他们对情感能量运用的张弛有序

They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency, and increase their own learning resources.

除了好奇，还有强烈的掌控环境，提高学习效率的诉求，及求知欲。