Components of leadership giftedness and multiple intelligences among Chinese gifted students in Hong Kong

This study examined the relationships between components of leadership giftedness and multiple intelligences among 510 Chinese gifted students in Hong Kong. These students perceived their strengths in intrapersonal, interpersonal and verbal‐linguistic intelligences, and their weaknesses in bodily‐kinesthetic and naturalist intelligences. They also rated themselves higher on leadership flexibility and goal orientation than on leadership self‐efficacy. In predicting the three leadership components, intrapersonal and verbal‐linguistic intelligences emerged as common and significant predictors, suggesting that self‐reflection and self‐management skills as well as a good command of language use were important in leadership. Other significant predictors such as logical‐mathematical intelligence for leadership self‐efficacy as well as goal orientation and interpersonal intelligence for leadership flexibility suggested that critical thinking might be important for the sense of confidence or efficacy and the vision of goals, whereas relational or people skills might be important for the openness to different options. Students who were classified high on both verbal‐linguistic intelligence and personal intelligences, high on one and low on the other, and low on both were found to be generally high, medium and low on all three leadership components, respectively. Implications of the findings for inferring different levels of components of leadership giftedness from specific intelligences and for developing leadership training programs are discussed.     

浅谈汉语作为第二语言教学中多元智力的培养

多元智能理论作为一个年轻的理论,在其具体的运用和研究中尚处于起步阶段,特别是在汉语作为第二语言的教学中。结合汉语作为第二语言教学的特点,重点从如何运用多元智能理论来整合汉语作为第二语言的教学。教师在课堂教学中要向学生展示多方面的智力领域,善于鉴别和发展学生的优势智力,从而培养学生的多元智力,以谋求学生的个性化发展。     

社区教育中成人多元智能培养策略研究

加德纳提出的多元智能理论给当代教育提出了一个新的课题,将多元智能理论引入社区教育,可以为社区教育的开展提供一个多元视角。分析成人学习者的特征及其多元智能培养的必要性,进而从课程资源、教学环境、教学方式和评价方法等方面,提出培养成人多元智能的策略,以促进人的全面发展,推动社区教育、学习型社会建设顺利进行。     

基于多元智能理论的对外汉语精读教学研究

文章利用多元智能理论,通过对广东工业大学四个对外汉语平行班教学的实例进行对比实验,探讨多元智能理论与对外汉语精读课教学相结合的有效方式,以激发学生的学习能力和兴趣,进一步提高教学质量,优化教学效果。     

创设和谐开放的语文课堂氛围

新课程改革要求教师把课堂交给学生,教师要善于开发学生的多元智能,提高自身的课堂语言艺术,创设生活化的学习情境,让学生在和谐开放的课堂氛围中学习语文,充分调动学生学习的积极性。     

Multiple intelligences and perceived self-efficacy among chinese secondary school teachers in Hong Kong

This study assessed multiple intelligences in a sample of 96 Chinese secondary school teachers in Hong Kong, and explored the consistency between these teachers' multiple intelligences and their areas of responsibilities. Teachers typically reported relative strengths in interpersonal and intrapersonal intelligences and weaknesses in visual-spatial and bodily-kinesthetic intelligences. While there were no gender or age group differences, arts/music/sports teachers indicated greater strengths in musical intelligence when compared with language and social studies teachers, and guidance teachers indicated greater strengths in both intrapersonal intelligence and interpersonal intelligence than did non-guidance teachers. Using the eight intelligences as predictors, teachers' interpersonal intelligence was the significant predictor of their self-efficacy in helping others. The implications of these findings are discussed in light of the current Hong Kong education reform movement and the inadequacy of teacher education programs in Hong Kong.     

多元智能理论在英语教学中的运用

本探讨运用多元智能理论的框架，设计英语教学活动，给学生提供多元模式的学习机会，发挥教师自身与学生多元智能的潜能，培养学生语言运用的综合能力。     

多元外语学习策略培训模式探究

概述了多元外语学习策略培训模式的理论支撑、构成要素、操作要点及主要特点,旨在训练学生的使用策略能力,培养学生的自主学习能力,达到提高学生外语水平和发展多种智能的目标。通过教学实验表明：在以英语为外语的学习背景下,在不打扰正常教学计划的范围内,多元外语学习策略培训模式是一种切实可行的提升学生的策略运用能力和英语水平的方法。     

Conceptualizations of Creativity: Comparing Theories and Models of Giftedness

This article reviews seven different theories of giftedness that include creativity as a component, comparing and contrasting how each one conceptualizes creativity as a part of giftedness. The functions of creativity vary across the models, suggesting that while the field of gifted education often cites the importance of creativity, the conceptualizations of creativity differ depending on the particular theory. The various models of giftedness can be interpreted from the context of current creativity research because certain elements of these conceptualizations can be found in social models, the evolving systems approach, and the domain-generality debate. An integrative perspective of creativity research reveals that some models of giftedness are more comprehensive and consistent in terms of the creativity literature.     

Predictability of Giftedness Identification Indices For Two Recognized Approaches To Elementary School Gifted Education

Abstract

The purpose of this study was to determine which of 13 giftedness identification measures discriminated between gifted and non-gifted students, and to explore whether these measures discriminated against gifted students in groups such as the economically disadvantaged and/or ethnic minorities. The investigated variables took the form of a design where the dependent measures were the 13 identification measures and the independent variable was 3 levels or groups of second- and third-grade students. Discriminate and classification analyses were the statistical techniques used to respond to the questions of the study. Measures of scholastic aptitude, giftedness potential assessment (learning and creativity), student peer identification, and locus of control were found to be sensitive discriminators of giftedness. Giftedness potential assessment-creativity and learning, basic skills-math, and locus of control were found to discriminate least among economically disadvantaged and/or minority students. Measures of teacher judgmental, student self, and parent perceptual identification appeared to be insensitive discriminators of giftedness and seemed to be somewhat biased toward economically disadvantaged and/or minority students.     

Exploring the relationship between reading strategy use and multiple intelligences among successful L2 readers

Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners’ use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers’ multiple intelligences in their effective use of reading strategies. To this end, a TOEFL reading comprehension test was administered to a cohort of 135 English as a foreign language students at several universities in the southwest and centre of Iran, and 80 students were identified as successful L2 readers based on the ETS rating scale and their TOEFL scores. Then, they answered an MI questionnaire originally developed by Armstrong and a reading strategies inventory adapted by Singhal. The data were quantitatively analysed using correlations and multiple regressions. The results revealed that linguistic, logical–mathematical and intrapersonal intelligences were the good L2 readers’ most dominant intelligences, while bodily intelligence was the least common type. In addition, they mostly employed metacognitive and cognitive strategies but rarely drew upon affective and compensation strategies while reading. Further, there was a significant positive relationship between linguistic, logical–mathematical, spatial, interpersonal, and intrapersonal intelligences and the use of metacognitive and cognitive reading strategies. Similar relationships were also found between linguistic intelligence and the participants’ use of memory strategy, on one hand, and between interpersonal intelligence and compensation and social strategy use, on the other. Importantly, linguistic and intrapersonal intelligences as well as metacognitive and cognitive strategy use were shown to be the best predictors of reading comprehension. Finally, the theoretical or pedagogical implications of the findings are discussed.     

多元智能理论新视角:从多元智能和学习风格相关性看英语教学

该研究旨在探索学习风格和多元智能之间的相关性。研究通过对广州美术学院205名学生的问卷调查,经SPSS分析,发现美术专业的学生在学习过程中所偏好的学习风格多为动手型,而所擅长的智能类型多为自我认识型和视觉/空间型,其学习风格和多元智能中多项呈正相关关系。研究希望能通过对这些美术专业学生的调查和分析,加深对他们特性的了解,从而得到外语教学上的启发,并应用更合理的教学策略,帮助他们在英语学习上取得更大的进步。     

HIGH ABILITY IN SPORT: A CASE STUDY

The purpose of this paper is to explore the relationship between the concept of giftedness and sport. Generally the area of sport does not fit into the framework of contemporary models of intelligence. The neglect of the psychological aspects of exceptional development in physical abilities is due to the historical cultural separation between body and psyche. A case study is given of a gifted girl in track and field. The present approach links up with Gardner's theory of multiple intelligences. Described and discussed is the influence of the variables family, exceptional drive and dedication, coaching, and schooling. It is proposed that research should concentrate more on the development and guidance of specific (sport)talents.     

多元智力理论在大学英语阅读教学中的运用

大学英语阅读是大学英语教学的关键。传统的大学英语阅读教学方法单一,注重语言知识的输入,而忽略了对学生多种能力的开发与培养。适当运用多元智力理论与大学英语阅读教学的整合策略,可以有效提高学生的阅读能力。     

中美大学生请求语策略语用迁移的对比研究

本文从中介语语用学的角度对中国大学生请求语策略的使用进行调查研究。从跨文化交际、语用语言迁移,社交文化迁移等方面探讨语用迁移,特别是语用负迁移在中国英语学习者语言习得过程中产生的原因。     

外语教学中跨文化视野的培养

在全球化的背景下,需要越来越多的具有跨文化视野的人才以适应国际化的形势要求。探讨跨文化视野的内涵和意义,分析我国目前外语教学中跨文化视野培养存在的问题以及解决这一问题的措施建议。外语教学中跨文化视野培养应把目的语国家的典型文化融入外语教学之中,文化教学要有总体规划,不仅要了解目的语国家的表层文化,也要积极引导探索深层的文化核心,还要与本民族的文化进行适当对比,使学生对中外文化有一个总体的把握和理解。     

From pentagon to triangle: A cross‐cultural investigation of an implicit theory of giftedness

The present study examined an implicit theory of giftedness among pre‐service Chinese teachers. Participants were 189 second year students (preservice teachers, 74 male and 115 female, average age 20 years) from China Central Teachers’ University. Participants responded to an inventory based on Stemberg and Zhang's (1995) pentagonal implicit theory of giftedness and a simple questionnaire designed to cross‐validate two of the five criteria in the pentagonal model. Results indicated that in making judgments about giftedness, participants took into consideration three of the five criteria specified in the pentagonal model: excellence, productivity, and value. The excellence and productivity criteria were also confirmed by results from the simple questionnaire. Rarity and demonstrability, the two other criteria specified in the pentagonal model, were not taken into consideration by the participants in their evaluation of giftedness. Implications of these findings are discussed.     

The Role of Domains in the Conceptualization of Talent

In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance domains, and mathematical and spatial reasoning ability have demonstrated predictive validity for achievement in science, technology, engineering, and mathematics (STEM) domains. We note that domains of talent have unique trajectories and discuss four critical aspects of domain-specific giftedness. These include the developmental nature of giftedness (giftedness moves from potential to competency to expertise and possibly to eminence over time); the temporal nature of giftedness (that domains vary in their starting, peak, and ending points); the contextual aspect of giftedness (societal value of some domains over others, changing of domains and emergence of new domains, and the environmental influences in fostering domain-specific achievement); and the relative nature of giftedness (childhood giftedness is advancement relative to age peers, and adult giftedness is exceptional achievement relative to other domain experts). Finally, we present some implications of a domain perspective on giftedness for educational practice.     

多元智能理论在英语专业学生评价机制中的应用

基于多元智能理论分析其对高校英语专业学生的教育评价机制的影响,即要在真实的场景中评价学生应用语言解决实际问题的能力,要评价学生语言的动态发展过程,要尊重并评价学生发展的差异性。     

Enhancing Equity in Gifted Education: a framework for examining assessments drawing on the theory of multiple intelligences

In the United States, poor and minority students are disproportionately excluded from programs for the gifted. Current identification practices for gifted education programs are a primary barrier for these youngsters. This study investigated three alternative assessments for identifying students. Each was said to draw on the theory of multiple intelligences (Gardner, 1983) and to increase the identification of traditionally under‐served youngsters. This investigation asked: (1) Is it reasonable to associate increases in the identification of under‐served youngsters with these assessments? (2) Is it reasonable to associate each assessment with the theory of multiple intelligences? To answer these questions, qualitative data were analyzed against a framework of eight criteria. This revealed that no assessment met all eight criteria; each met a different subset of the eight.