Ability based educational reform:A three-year practice

Shi Jiannong

Institute of Psychology, CAS

shijn@psych.ac.cn

http://cngifted.psych.ac.cn

Background

General World wide educational reform wave Nation wide educational reform need

Specific Students are bored of schooling Low rank of school achievement

（徐凡、施建农，（徐凡、施建农， 19921992））

180旋转角度： 度

800

1400

2000

2600

3200

8 10 12 年龄

(ms)

反应时

常态

超常

心理旋转

（恽梅、施建农，（恽梅、施建农， 20012001））

250

260

270

280

290

300

310

320

330

Differences in creative thinking between gifted and normal children (originality)

0

1

2

3

4

5

6

0

2

4

6

8

10

12

14

Figural Practical Numerical

Shi & Xu, (1999)

G G G

NN N

Individuals are different innately

A set of genes on the long leg of 6th regular chromosome, called IGf2R, was found by Genetic psychologists.

(See Plomin etc., 1997)

Mean

G/T

Distribution of students’ ability

Ret.

Gardner’s multiple intelligences

音乐智力 (Musical Intelligence) 身体－运动智力 (Bodily-kinesthetic Intelligence) 逻辑－数学智力 (Logical-mathematical Intelligenc

e) 语言智力 (Linguistic Intelligence) 空间智力 (Spatial Intelligence) 人际关系智力 (Interpersonal Intelligence) 个人内省智力 (Intrapersonal Intelligence)

Aspects considered in student arrangement Intelligence or cognitive ability Cognitive style (thoughtfulness or impulsiveness ) Non-cognitive personality (如 , 坚持性、认真性等 )

School achievement (Math, English, Chinese)

Parent-Child relationship (very important but not for school arrangement)

An extra aspects

Levels (Math & English)

Level 1 (chewing feed) Level 2 (encouraging) Level 3 (self-regulated with teacher

assistance) Level 4 (accelerated and enriched)

More than level forming

Theoretical work School management School-Parent relationship constructing Teacher training Positive feeling or affection mapping (lovin

g learning, loving school, loving teacher -亲其师，信其道 )

Theoretical preparation

Clarifying the function of education Clarifying the relations between cognitive

ability and school achievement Clarifying the factors which play important

roles in students’ school achievement

Function of Education

Creativity and intelligence current

Intellectualpotential

Attitudeabout task

Target taskActivities evaluated

Non-target taskActivities not

evaluated

Control switch

Factors may make effects

Active intelligence in learning

Intellectualpotential

Attitudeabout learning

Target taskclassroom activities,

home work

Non-target taskcomputer games,

TV

Control switch

Factors may make effects

Creativity in an integrative system

Creativitydevelopment

Power systemCuriosity, Interest,

Motivation, Creative attitudes, etc.

Resource systemDomain knowledge,

skills, Methods, Tools or equipment,

etc.

Support systemNotion & form of education,

Pattern of management, Encouraging system, and opportunities, etc.

School achievement in an integrative system

Schoolachievement

Power systemCuriosity, Interest,

Motivation, Creative attitudes, etc.

Resource systemDomain knowledge,

skills, Methods, Tools or equipment,

etc.

Support systemNotion & form of education,

Pattern of management, Encouraging system, and opportunities, etc.

School management

Traditional classless flexible •Teachers are fixed

from G7 to G9•Students in the sameclass for three years

Ability based classmore flexible

•Teachers are not fixed•Students are moving•Classmate are changing•Teaching styles different

School-Parent relationship

Parenting training (rather than parent meeting)

Home visiting (some problems, such as parent-child relationship, family members’ relationship, etc. are not schooling but have impact on schooling)

Teacher training

Specialist lectures Round table discussion Experience share

Results

School achievement improved School rank increased Positive affection brought up

毕业时的考试成绩 (2003)

287

288

289

290

291

292

293

294

295

成绩

中考平均分高中录取分

毕业时的考试成绩 (2003)

05101520253035404550

初一 初二 初三

区排名学校总数

Thanks