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智力的定义

What is intelligence? Is intelligence really a definable word or is it just a

word with numerous definitions and meanings? Is intelligence a fair way to

measure the ability of students and eventually for you to use your perception of

a child’s intelligence to determine his/her future? Is intelligence measurable,

and if so, is there a fair way to measure intelligence? These questions are

often left unanswered and untouched. Maybe because people really don’t know, or

maybe because these questions taunt a number of people, yet no one wants to hear

the answers for fear that it may be unfair or unjust.

So, what is intelligence? Intelligence is the ability to learn from

experience, the ability to reason, the ability to use the correct tools to

expand your knowledge, having the ability to think, possessing the ability to

participate in and understand relationships, to have intuition, and finally to

have the power of insight.

智力的定义及其四大因素

Intelligence is defined as the aggregate or global capacity of the individual

to act purposefully, to

think rationally, and to deal effectively with the environment. The reason

why intelligence is the aggregate or global capacity is that intelligence is not

made up of independent abilities, but qualitatively different abilities and

these abilities can only be measured by measuring various aspects of these

abilities.

Four major aspects contribute to intelligence. The first is awareness.

Awareness means that a person’s behavior is purposeful, not instinctive or

reflexive. The second is goal or direction. People behave in meaningful ways.

The third point is rationality. People usually act in a manner that is

understood by others. The last point is value. Others perceive the behavior of

an individual as being useful. Together these aspects make up another definition

of intelligence.

个性化教育和有效学习

A problem often stressed is that our students are all very different. But

almost all the curriculum approaches we have now (books and lectures) treat them

alike. So it is not too surprising that existing computer learning material does

the same. We need learning that is individualized to the needs of each

student.

The key to achieving effective learning is to use the interactive

capabilities of modern computers. If computer learning material is to consider

and assist with individual student problems, it must be interactive, probing to

find what the student needs help with and providing that help. Only highly

interactive learning approaches can discover individual problems and offer

relevant learning experiences. Little such material exists. But there is enough

to show that we can prepare such material.

What we have so far in the way of computer learning material could best be

described mostly as bits and pieces, small isolated components of material,

seldom individualized. But full learning demands whole courses and full

curricula, sizable chunks of material. Very few interactive courses have been

produced.

孩子的教育

Children are very willing and enthusiastic about learning. All children are

curious about the world around them and would like to explore all the

possibilities that await them. Though all the students explore these ideas in

different ways, all students should have an opportunity to explore and learn no

matter what the level and learning style of the child. Information presented

will gain the students’ attention and enhance the students’ learning process.

Also, educators should be more

receptive to the fact that child learn a great deal form the interaction with

their peers. Since this has a profound effect on the learning process, teachers

should incorporate this into the classroom. This allows the students to develop

verbal communication, critical thinking, and social skills.