「资优教育研究」稿约 (Journal of Gifted Education,JOGE)
教师教育学术期刊推荐
教师教育学术期刊推荐引言教师教育是一个重要的领域，学术期刊提供了一个重要的平台，让教育从业者能够分享他们的研究、经验和思考。
然而，由于大量的期刊存在，选择适合自己的期刊可能是一项具有挑战性的任务。
本文将推荐一些值得关注的教师教育学术期刊，并简要介绍它们的特点，希望能够给教育从业者提供一些参考和指导。
1. American Educational Research Journal （美国教育研究期刊）American Educational Research Journal (AERJ) 是教育研究领域最重要的期刊之一。
它发表了广泛的研究论文，包括教育政策、教师教育、学习理论等。
该期刊具有权威性和广泛的影响力，对于教师教育学术研究具有很高的参考价值。
2. Journal of Teacher Education（教师教育学期刊）Journal of Teacher Education (JTE) 是一个专注于教师教育的期刊。
该期刊的重点是促进教育从业者的专业发展和提高，并提供了一些关于教育实践和教师专业发展的研究。
它的内容丰富，对于教师教育工作者提供了很多有价值的信息和案例，可以作为教师教育实践的指导。
3. Teaching and Teacher Education（教与教师教育期刊）Teaching and Teacher Education (TATE) 是一个多学科的期刊，涵盖了教师教育的各个方面，包括教师教育的政策、实践和研究。
该期刊注重对教师教育的创新和改革的研究，对于学者和教育从业者来说都具有很高的参考价值。
4. Journal of Research on Teacher Education （教师教育研究期刊）Journal of Research on Teacher Education (JRTE) 是一个专注于教师教育研究的期刊。
它的目标是促进教师教育的研究和发展，并推动高质量的教学实践。
教育学的外刊
教育学的外刊全文共四篇示例，供读者参考第一篇示例：教育学的外刊是指国外出版的教育学术期刊，其内容涵盖了教育学的各个领域，如教育心理学、教育管理、教育技术等。
这些外刊对于我国教育学研究具有很大的参考价值，可以帮助我们了解国外教育学研究的最新动态，拓展我们的学术视野。
在本文中，我们将介绍几种知名的教育学外刊，希望能为教育学研究者提供一些参考。
1. Educational Researcher（ER）Educational Researcher是美国教育学会（AERA）出版的官方期刊，是世界上最古老的教育研究期刊之一。
该期刊发表了许多高质量的教育研究文章，涵盖了多个教育学领域，如教育政策、教育评估、教育技术等。
其编辑团队由来自世界各地的知名教育研究者组成，保证了该期刊的学术水平和专业性。
在Educational Researcher上，读者可以找到一些最前沿的教育研究成果，如最新的教育政策分析、最新的教育技术应用等。
该期刊每年出版12期，为教育学研究者提供了一个广阔的研究平台。
4. Technology, Pedagogy and Education教育学的外刊为我们提供了一个了解国外教育学研究最新动态的重要渠道，可以帮助我们更好地了解国际教育学研究的发展趋势，拓展我们的学术视野。
我们应该密切关注这些外刊，不断学习和借鉴国外的教育学研究成果，为我国教育学的发展做出贡献。
第二篇示例：教育学领域一直以来都备受关注，人们对教育的研究和探讨从未停歇。
在这个信息爆炸的时代，学者们利用外刊来传播他们最新的研究成果和观点，也让更多的人了解到教育学的前沿动态和理论。
在外刊中，教育学的研究内容多种多样，涵盖了教育政策、教育心理学、教育技术等各个方面。
一些研究关注教育政策对学生学习成绩的影响，探讨不同政策背景下学生的表现有何差异，以及如何优化政策来提高教育质量。
另一些研究则关注教育心理学领域，探讨学生的学习动机、学习策略以及教师对学生的影响等问题。
我国资优教育的优缺点及思考
我国资优教育的优缺点及思考赵丹晶（北京理工大学珠海学院外国语学院广东·珠海519000）摘要资优教育一直是各个学校在教育教学过程中的热点讨论问题，如何让我国的资优儿童得到应有的教育这一问题值得思考与探究。
本文从我国资优教育的优缺点出发，探讨我国资优儿童教育的现状，分析当前资优教育的优缺点并进行反思，进而提出建议，由此引发对我国资优教育的思考。
关键词我国资优教育优缺点中图分类号：G474文献标识码：A柏拉图早在两千多年前就提倡要择优而教，使这些孩子们学习领导才能，早日成才。
然而，对资赋优异的重视和教育不仅局限于欧洲，孔子在两千年前也主张“因材施教”。
20世纪中后期，我国资优教育发展总体分为四个阶段。
熊晓东(2005,p.17)在他的著作中指出：“我国的英才教育与世界发达国家相比总体上目前尚处于实验阶段”。
20世纪70年代以来，我国教育者对资优学生进行了多方面的研究，如创办英才教育班、设计英才教育课程等(熊晓东,2005,p.17)。
从1978年3月我国科技大学创办少年班到20世纪末,初步形成了从小学、中学到大学的超常教育体系。
而1995年在我国科技大学成立的我国人才研究会超常人才专业委员会则标志着我国资优教育进入了科学化与体系化的阶段。
2002年我国教育学会常务副会长谈松华在全国中学超常教育协作组第十届年会上指出“特殊人才的教育更要摆在重要的位置”。
1我国大陆资优教育的优缺点与评价我国大陆的资优教育与其他地方相比正处于起步阶段，许多不足与台湾、香港及国外自由教育的缺点相似。
学校没有足够的资金投入支持资优学生发展，因而许多资优课程无法开展，学生无法受益；对资优学生的鉴别标准单一，至今没有可以推广的鉴别量表，因此难以发现拥有天赋的学生；资优教育师资缺乏专业性，大多数教师由普通教师兼任，并没有受过专业的资优儿童教育训练；资优教育课程缺失，缺乏系统的教材，也缺乏系统的训练；资优教育计划学生有限，真正受益的学生基数很小；没有统一的翻译名称，如英才教育，超常教育，资优教育，天才教育等都为“gifted and talented education”的翻译，名字难以统一更可能造成理论理解困难；没有针对资优教育成果的有效性的评估机制，因而难以从课程和活动中找到缺点反省不足。
美国资优教育研究新动向——以2013年资优教育年会为例
会议期间 （ 晚上） 举办各个小组的活动 。 资优 教育年会 的正式会议 一般 由主 旨发言 （ Ｋ ｅ ｙ ｎ ｏ ｔ ｅ ） 、并 行 会 议 （ Ｃ ｏ ｎ ｃ ｕ ｒ ｒ ｅ ｎ ｔ Ｓ ｅ ｓ ｓ ｉ ｏ ｎ ） 、 圆 桌 讨 论（ Ｒ ｏ ｕ ｎ ｄ Ｔ ａ ｂ ｌ ｅ ） 、海 报 展 示 （ Ｐ ｏ ｓ ｔ ｅ ｒ Ｓ ｅ ｓ ｓ ｉ ｏ ｎ ）和 参 展 工 作 坊 （ Ｅ ｘ ｈ ｉ ｂ ｉ ｔ ｏ ｒ Ｗ ｏ ｒ ｋ ｓ ｈ ｏ ｐ ） 等 多个环节组成。除主 旨发言外， 其他环节都是 由多 位 报 告 人 在 同 一 时 间 的不 同地 点进 行 汇 报 或展示 ， 与 会 者 可 以根 据 各 自的 兴趣 和 研 究 旨趣 选 择 性 地 参 加 。一 直 以来 ， 由于 Ｎ Ａ Ｇ Ｃ及 其 成 员 积 极地参与或推动 有关识别和 帮助 资优 儿童 的 政府计划 的制定， 资优教育年会还成为发布 资优 教 育领 域政 策 计划 的平 台， 如第 一份 关 于资优 教 育 的联邦 政 府 报 告 《 马兰 德 报 告》（ Ｍ ａ ｒ ｌ ａ ｎ ｄ Ｒ ｅ ｐ ｏ ｒ ｔ ， １ ９ ７ ２ ） 、 第一 部资 优教 育法 案 《 杰 维斯 资赋 优 异学 生 教 育法 案 》（ Ｊ ａ ｃ ｏ ｂ Ｋ ．Ｊ ａ ｖ ｉ ｔ ｓ Ｇ ｉ ｆ ｔ ｅ ｄ
教育类外文核心期刊列表
教师或教学期刊(教育学相关期刊数据库)ERIC - Education Resources Information Center教育资源信息中心链接/介绍：美国教育部资助的网站系列和世界上最大的教育资源数据库，其中包括各种文档以及教育研究与实践方面的论文摘要，这些摘要超过了一百万篇，收录980多种教育及和教育相关的期刊文献的题录和文摘。
部分资源可查找到全文。
Education Full Text教育全文链接：/academic/education-full-text。
介绍：覆盖教育关键领域和相关研究，是教育研究的基本资源，学生、专业人士和政策制定者的重要参考。
(SSCI)1、Journal of Teacher Education 《教师教育杂志》Journal of Teacher Education（JTE）2019年影响因子为3.60，在所有期刊中排名15。
JTE创刊于1950年，作为美国教师教育学院协会（American Association of Colleges for Teacher Education，AACTE）的旗舰杂志，JTE一直稳坐教师教育类期刊的头把交椅。
AACTE会员机构超800所，几乎囊括了全美主要的教师教育机构，其会刊的影响力可见一斑。
尽管JTE每年发文量只有30篇，但文章引用率较高，2017年以来影响因子稳定在3.0以上。
JTE主要关注美国本土的教师政策、教师培养、基本理论等问题，因此较少发表非英美系国家的研究。
就笔者所查结果来看，近五年发文专门针对中国情境的研究仅有1篇。
以JCR对2017-2019的作者贡献统计来看，美国有99位作者，而第二名的澳大利亚只有4位学者，中国大陆仅1位学者。
2、Teaching and Teacher Education 《教学与教师教育》Teaching and Teacher Education（TATE）2019年影响因子为2.686，排名38。
天赋与才能的区别模式(DMGT翻译)
天赋与才能的区别模式（DMGT）弗朗索瓦·加涅博士（Françoys Gagné, Ph. D.）加拿大蒙特利尔魁北克大学心理学教授2000年上传版加涅（Gagné）的天赋与才能的差异化模式清晰的提供了一种区分资优教育两个最基本的概念的方法。
天赋（GIFTEDNESS）指的是哪些未经训练自然而然表现出的突出自然能力（也可以被叫作技能或天赋能力），并且其个人能力在至少一个领域内，能够达到同龄人前百分之十的水平。
才能（TALENT）指的是在人类活动某一领域或多个领域内掌握娴熟且系统化的能力（或技能）或者系统化的相关知识，并且其相关个人能力在这一领域或多个领域超过90%的同龄人。
GIFTS (G)天赋（G）DMGT指出四个技能领域：智力（IG）创造力（CG）社会情感（SG）和感知运动（MG）这些与生俱来的能力i的能力水平及发展状况部分受制于个人的遗传的天赋，即天赋部分受制于遗产因素，其表现在孩子们在学校面临的一系列课业任务：例如，需要通过智力能力去学习阅读、说一门外语，或者去理解一个数学概念，需要通过创造能力解决许多不同种类的问题与在科学领域中提供初步的假设，文学或者艺术，身体能力包括运动，音乐或者木工，紧接着是社交能力，即孩子们与同学，老师和伙伴的日常互动。
在儿童身上，高能力或高天赋会得到更轻易且直接的展现，因为环境与系统化学习仅能通过缓慢且有限的方式产生影响。
然而，在大一些的孩子甚至是成年人身上，它们仍然展现出个人在任何给定人类活动领域内获得技能的便利与速度。
更快或更容易的学习过程表现出更强的与生俱来的能力。
这些高水平的与生俱来的能力被一些外行人叫作“才能”或者是更符合本义的“天生我才”TALENTS (T)才能（T）在DMGT的定义中，才能逐步从高水平能力转变为在特定的人类活动领域或身体机能方面的训练有素和发达的系统化技能特征的过程中得到展现。
这些领域是极其多样化的。
人文英语4形考任务unit4单元自测三套随机题答案全-副本
一、选择填空，从A、B、C三个选项中选出一个能填入空白处的最佳选项。
（每题10分）题目1正确获得10.00分中的10.00分未标记标记题目题干—Sam, this is my friend, Jane.选择一项：A.Glad to meet you, SamB.I'm JackC.Glad to meet you, Jane 正确反馈正确答案是：Glad to meet you, Jane题目2正确获得10.00分中的10.00分未标记标记题目题干—Could I talk to Prof. Lee?选择一项：A.I'm waiting for youB.Yes, speaking 正确C.Oh, it's you反馈正确答案是：Yes, speaking题目3正确获得10.00分中的10.00分未标记标记题目题干The atmosphere certain gases mixed together in definite proportions.选择一项：A.is made upB.consists of 正确poses of反馈译文：大气是由多种气体以一定的比例混合而成的。
正确答案是：consists of题目4正确获得10.00分中的10.00分未标记标记题目题干The new order means overtime.选择一项：A.worksB.working 正确C.to work反馈译文：新的定单意味着要加班。
正确答案是：working题目5正确获得10.00分中的10.00分未标记标记题目题干With his work completed, the manager stepped back to his seat, feeling pleased he was a man of action.选择一项：A.WhatB.whichC.that正确反馈译文：经理完成了工作，走回他的座位，为自己是个实干家感到满意。
An Analysis of Gifted Education in Ontario, Canada
2018年35期总第423期基础教育研究ENGLISH ON CAMPUSAn Analysis of Gifted Education inOntario, Canada文/惠菲【Abstract】Recently, the education of the gifted and talented has attracted public concern.the matter of identification and provision of gifted and talented youth in different countries has also aroused the worldwide attention.The present essay analyses the gifted education in Ontraio,Canada and provides critical viewpoints of this education system.【Key words】gifted education; Ontario【作者简介】惠菲，英国爱丁堡大学，教育学硕士。
1. IntroductionIn recent years, the very nature of intelligence has become a highly debated issue in educational context.In the present essay I will make an analysis of policies on gifted and talented youth in Canada, especially Ontario where relatively intact education act on gifted education has been implemented since 1980. In the following parts, a general review of gifted education policies Canada will be presented and a detailed analysis of development in Ontario with regards to indispensable elements like curriculum, and programs will be discussed respectively.2. An overview of gifted education in Canada Different from the administrative policy in China, “Canada is a confederation of ten provinces which are autonomous in matters of education”.(Shore,1982,p.40) There is no state ministry of education in Canada, therefore every province has its own policy concerning education.3. Gifted education in OntarioIn the year of 1980, the Ontario Education Act (1980) stipulated that school board is in charge of providing suitable education for all. “In the Act, an exceptional pupil is defined as “a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he is considered to need placement in a education program.” (Ontario Education Act, 1980, s. 1, (1) (21), cited by Gouguen,1989). After 30 years development, nowadays Ontario has worked out a fairly complete and systematic system which includes identification and provision for students who are gifted.3.1 Special programs provided for gifted students in Ontario In the education act, a special program is defined as a program which is revised according to the long time observation and evaluation of an exceptional student, and then an Individual Education Plan(IEP) will be put forward to explain the particular targets and detailed education services required in individual of giftedness.( Regulation 181/98) Hence, the IEP plays a pivotal role in educating each gifted child. This plan must be developed through the mutual consent of students and parents. And it comprises four elements which are firstly the particular education goals of a pupil. Second, accommodations and special programs and services needed in the processing of fulfill the certain goal of education.3.2 Existing problems of gifted education in Ontario Despite of the complicated system of identification and provision of education for exceptional students in Ontario, there still exists certain problems in the process of conducting the plan. The first one is the implement of the regulation in the local. Because of the priority of differentiation education required in provincial education act, it is delicate for local authority to carry different plan of placement. Another issue is funding. Because it is general legislative grants that contain the special education funding, school board has little authority to allocate funding for education of gifted, therefore, lack of funding has become a big obstacle .(Matthews&Smyth, 2000)4. An analysis of gifted education in OntarioIn terms of laws and regulation concerning education for the gifted, Ontario has promulgated related education act in the year of 1980. Ontario provide exceptional children with a perfect and guaranteed system for the identification and provision afterwards. Especially the IEP which is aimed at furnishing personalized plan for every individual pupil, it meets every specific child’s needs and help to develop their full potential based on their own talents. However, because of shortage of funding and the push for inclusion policy in gifted education in Ontario, the quality of gifted programs have declined in recent years.References：[1]Goguen,L.The Education of Gifted Children in Canadian Law and Ministerial Policy,1989.[2]Canadian Journal of Education,Retrieved from / stable/1495199,14:18-31.[3]Matthews,D.J.&Smyth, E.M.Gifted learners in Ontario enter the new Millennium:Common sense style? Alberta Gifted and Talented Education,2000,14:53-59.[4]Shore,cation of the Gifted in Canada:a Brief Overview,Gifted Education International,1982,1:40-41.127。
美国、英国和澳大利亚资优教育国际比较及启示
李翠翠：美国、英国和澳大利亚资优教育国际比较及启示美国、英国和澳大利亚资优教育国际比较及启示**本文是华东师范大学国家教育宏观政策研究院规划项目《“超级中学”创新发展研究》（项「I 编号：1802012S 啲研究成果。
李翠翠摘要：美国、英国及澳大利亚高度重视资优教育，并通过制度保障和教学实践全面推进 资优教育发展，形成了国家、社会、学校和家庭四方合作的资优教育发展体系与此同时也面临着顶层设计缺乏统一指导、资优教育发展资金短缺、资优生培养机制尚不完善及专业资 优生教师人数不足等问题本文通过梳理并比较美国、英国及澳大利亚资优教育发展，对我 国资优教育发展与创新人才培养在政策支持、培养体系、教学评价及教师质量等方面提供参考借鉴关键词：资优教育；制度保障；教学实践作者简介：李翠翠/华东师范大学国家教育宏观政策研究院博士生（上海200062 ）资优教育亦称为天才教育、英才教育、超常教育，是现代学校教育的一种理念，其逻辑起点是维护教育公平，并充分发挥资优生的优异才能，为社 会输送创新型人才。
在复杂多变的全球化时代，尤 其是面对互联网、大数据、人工智能等高速发展的 信息化社会，各国高度重视培养具有跨领域思考意识、较强的问题解决能力及拥有高阶思维的创新人才，而资优教育正是美国等西方发达国家创 新人才培养的重要途径。
事实上，我国也不例外。
早在1978年，中国科学技术大学等高校成立少年班，积极探索资优教育发展模式。
2010年国务院印 发《国家中长期人才发展规划纲要（2016-2022）》 （以下简称《人才规划纲要》），明确提出将“青年英 才开发计划”纳入国家重大人才工程。
在全球资优教育蓬勃发展之时，以美国、英国和澳大利亚三个国家为例，通过系统梳理并比较其资优教育发展 经验及存在的问题，对我国资优教育发展改革及创新人才培养提供参考借鉴。
一、资优教育发展的制度保障政策法律赋予了资优教育发展极为重要的地位，为资优生接受适合自身特点的教学服务提供J'强制性保障。
资优教育的国际现状及启示——以美国、德国、日本为例
1012020/04◆国防科技大学信息通信学院试验训练基地 王 霏 董 翼 尹 巧资优教育的国际现状及启示综合国力竞争说到底是人才竞争。
人才资源作为经济社会发展第一资源的特征和作用更加明显。
“培养什么人、怎样培养人、为谁培养人”是新时代教育需要回答的根本问题。
2020年，我国提出《强基计划》，主要是为了选拔培养有志于服务国家重大战略需求且综合素质优秀或基础学科拔尖的学生。
[2]如何提升我国拔尖创新人才培养能力是亟待解决的问题。
全球各国都高度重视资优教育的发展,许多国家形成了资优教育模式。
一、 资优教育的定义和资优生的识别资优教育是指对有天分或者特殊才能的学生进行教育的项目，它包含理论、政策和实践。
资优生的定义并没有一个统一的标准，不过大多数定义都选择在某一特定领域最具技能或天赋的学生，例如音乐、语言、逻辑推理等方面。
智商测试是鉴别资优生的最常用方法，在学龄儿童中最流行的两种测试是WISC -IV（韦式儿童智力量表第四版）和SB5（斯坦福-比奈第五版）。
WISC-IV 根据年龄组评估儿童的认知能力，结合其他测试的结果，WISC 准确地描述了儿童对未来的发展和心理需求。
SB5是一种智力测试，几乎可以用于任何年龄段的人，它评估了一系列智力指标，包括流体推理、常识、定量推理、空间处理和工作记忆。
然而，大多数教育专业人士认为，没有一种单独的测量方法可以准确地识别出每个资优生。
各个国家地区都有一套自己的资优生识别模式，以多元化的标准识别资优生。
虽然识别资优生存在困难，但却是非常重要的，有研究表明在普通班学习的资优生获益最少，而在速成班或加强班与其他同样优秀的学生一起学习获益最多。
二、资优教育的实现形式资优教育实现形式按照提供主体来分，可以分为学校、家庭、社会这三大类。
首先学校提供的资优教育是最主要的部分，包括：提供基于年级或基于学科的加速学习的机会；提供丰富的课外活动，例如创意写作、体育、电脑游戏、国际象棋等等；学生可采用自定步调法，按照自己的步调前进，可以让他们以更快的速度学习；提供全日制资优班级或学校。
培育资优儿nurturingthegifted-东华三院马锦灿纪念小学twghsma
一般性
資料來源：教育局 (2007) .hk/cd/ge
專門性
資優何來
資優何來 What Makes Giftedness?
• (一) 先天性因素 ：(Genetic factors) 遺傳：r = 0.5
• (二) 后天性因素：(Environmental experiences) 環境刺激、興趣、學習機會 (R Strang., 1954)
社交情意的適應
Socio-emotinal readiness
家長同意
Parental consent
預期影響
Potential impacts
學生意願
Student’s eagerness
參考文献：教育局 (2008) 《校本資優教育參考手冊–加速學習(中文版) 》
.hk/gifted/ge_resource_bank/files/Policy/acceleration/Acceleration_Manual_chi.pdf
1. 資優的定義 (Definition of Giftedness)
2. 香港現行的資優教育政策 (Operation Mode of Gifted Education in Hong Kong)
3. 資優何來 (What Makes )
4. 資優兒的常見特質(Characteristics of Giftedness)
智力 評估
老師 觀察
多層面、 多角度
家長 觀察
創造性
學習 歷程
/watch?v=4qpEZiCRl 58
小鴨子 小鷹
小熊 小斑馬 小袋鼠
小魚兒 小松鼠 小蜜蜂
跑步 攀爬 飛行 游泳
xxxxx 合格 合格 *****
讨论大学教育有没有用的英语作文
讨论大学教育有没有用的英语作文全文共3篇示例，供读者参考篇1Is University Education Really Worth It?As a university student, this is a question that has weighed heavily on my mind lately. Don't get me wrong, I absolutely love learning and being on campus surrounded by intelligent people who challenge me to think in new ways. But with the skyrocketing costs of tuition and living expenses, combined with the uncertainty of finding a good job after graduation, I can't help but wonder – is getting a university degree really worth all the time, effort, and money?On one hand, the traditional argument has always been that a university education opens doors to better career opportunities and higher lifetime earnings. Employers tend to favor candidates with degrees, especially for professional roles. The skills and knowledge gained through years of rigorous study are invaluable assets in the working world. Not to mention, the "university experience" – living away from home, joining clubsand societies, making lifelong friends – is regarded as an integral part of personal growth and development.However, an increasing number of people are challenging this conventional wisdom. In today's ever-changing job market, many high-paying roles in tech, entrepreneurship, and other emerging fields don't actually require a formal degree. Instead, they prioritize hands-on experience, practical skills, and a willingness to continually learn and adapt. From this perspective, sinking tens of thousands of dollars (or more) into a university education could be seen as an unnecessary financial burden that delays one's ability to start earning and get valuable on-the-job training.Personally, I can see valid points on both sides of the debate. My time at university so far has undoubtedly expanded my intellectual horizons and pushed me to develop critical thinking abilities that will serve me well in any career path. The incredible diversity of people, ideas, and opportunities on campus has been invaluable for my personal growth. I've discovered new passions, challenged my assumptions, and built a strong network that will open doors for me in the future.At the same time, I can't ignore the looming cloud of student debt that keeps growing each semester. Despite workingpart-time and being fairly frugal, the combination of tuition fees, textbooks, accommodation, and living costs is staggering. Sometimes I look at my loan balance and get hit with a wave of anxiety wondering how long it will take to pay it all off after graduation. There's also the opportunity cost to consider – those are years of potential work experience and income that I'm foregoing by being a full-time student.From my discussions with peers, I know I'm not alone in grappling with these concerns. Many of us are starting to question whether the "traditional" path of getting a bachelor's degree (or higher) is truly the best choice anymore, or if we should have pursued more vocational training, online courses, certifications, or directly entered the workforce earlier. The pressure to "follow your passion" is constantly undermined by the harsh economic realities of making a living in today's world.Ultimately, I don't think there's a clear-cut, one-size-fits-all answer. The value of a university education depends heavily on one's individual goals, interests, financial situation, and definition of success. For some, the investment will undoubtedly pay off through enhanced career prospects and the intrinsic rewards of higher learning. For others, it may indeed be an unnecessarydetour that could be better substituted with more affordable or experiential pathways.What I can say is that being a university student has opened my eyes to the complexities of this issue in a way I never could have appreciated before. I've seen firsthand the incredible dedication, passion, and brilliance of professors and researchers striving to push the boundaries of human knowledge. At the same time, I've witnessed the struggles of classmates drowning in debt, questioning whether it's all "worth it" in the end. I've had to seriously reflect on my own motivations and aspirations in a way that agonizes over the cost-benefit calculations.In the end, I've realized that education – whether through university or alternative means – should be an ongoing, lifelong journey driven by an intrinsic desire to learn, grow, and make a positive impact. Viewing it solely through the transactional lens of career outcomes and income potential is misguided. While economic factors are important practical considerations, reducing the value of education to a mere return on investment ignores its deeper purpose of expanding our perspectives, challenging us to think critically about the world around us, and empowering us to be forces for positive change.Perhaps the answer lies in reforming and modernizing higher education itself to be more accessible, affordable, and relevant to the skills needed in today's rapidly evolving job landscape. Or perhaps the future will see a greater diversification of pathways where university becomes just one option among many for acquiring knowledge and preparing for career success. Whatever path we take, lifelong learning – with curiosity,open-mindedness, and purpose as our guides – should be the ultimate goal.For now, as a university student, I'll continue to immerse myself in this incredible environment of academic exploration and discourse. I'll remind myself why I chose this path in the first place – not just for a piece of paper at the end, but for the priceless opportunity to expand my mind, challenge my assumptions, and prepare myself to spend a lifetime in passionate pursuit of understanding the world around me just a little bit better.篇2Is University Education Really Worth It?As a student currently pursuing my degree, the value of a university education is something I've spent a lot of timepondering. With the ever-increasing costs of tuition and the abundance of free online resources, many are questioning whether the traditional university route is truly necessary anymore. While I can understand the skepticism, I ultimately believe that a university education still holds immense value in today's society.One of the primary arguments in favor of university is the depth of knowledge and expertise it provides. While online courses and resources can certainly be useful supplements, they often lack the comprehensive, structured curriculum offered in a university setting. Professors and faculty members dedicate their entire careers to deeply understanding their respective fields, enabling them to convey nuanced insights that simply can't be replicated through self-study alone.Furthermore, the university environment itself fosters an unparalleled culture of academic discourse and intellectual growth. Being surrounded by like-minded individuals who challenge your perspectives and push you to think critically is an invaluable experience. The lively debates, stimulating discussions, and collaborative projects all contribute to expanding our horizons and developing a more well-rounded understanding of the world around us.It's also worth noting that a university degree carries significant weight in the job market. While it's true that some successful individuals have forged their own paths without higher education, employers still tend to favor candidates with formal qualifications. A university degree signals to potential employers that an individual has acquired a broad skill set, including time management, problem-solving, and the ability to work under pressure – all qualities highly valued in the professional realm.However, I can't ignore the valid criticisms leveled against the university system. The exorbitant costs of tuition and associated expenses often lead to crippling student debt, making the pursuit of higher education a financial burden for many. Additionally, some argue that the curriculum in certain fields is outdated and fails to adequately prepare students for the demands of the modern workforce.Another concern is the perceived elitism and disconnect between academia and the real world. Critics argue that universities exist in an ivory tower, divorced from the practical realities that most people face. There's a sentiment that the emphasis on theory over practical application can leavegraduates ill-equipped to navigate the complexities of their chosen careers.Despite these valid criticisms, I maintain that the benefits of a university education outweigh the drawbacks – at least for the time being. While reforms are undoubtedly needed to address issues like soaring costs and curriculum relevance, the unique environment and resources provided by universities remain invaluable assets.Perhaps the most compelling argument for attending university is the personal growth and transformation it facilitates. Beyond just academic knowledge, the university experience shapes individuals into more well-rounded, independent thinkers. The exposure to diverse perspectives, the development of critical thinking skills, and the cultivation of intellectual curiosity are invaluable traits that will serve us well throughout our lives and careers.Moreover, the connections and networks formed during one's university years often prove invaluable in the long run. The bonds forged with peers and mentors can open doors to future opportunities, collaborations, and professional growth. The relationships and shared experiences cultivated in theseformative years can have a lasting impact on our personal and professional trajectories.Of course, the value of a university education is not absolute – it depends heavily on the individual, their goals, and their chosen field of study. For some disciplines, such as highly technical or specialized fields, a more targeted vocational or apprenticeship-style training may be more appropriate. Additionally, for those with a clear entrepreneurial vision or a strong inclination towards self-directed learning, the traditional university path may not be the best fit.Ultimately, the decision to pursue a university education should be a deeply personal one, weighing the potential benefits against the financial and opportunity costs involved. It's a complex issue with no one-size-fits-all solution.In my opinion, however, the value of a university education extends far beyond just the acquisition of knowledge or a piece of paper. It's about personal growth, intellectual stimulation, and the cultivation of lifelong skills and relationships. While reforms are needed to address the system's flaws, the unique environment and resources provided by universities remain invaluable assets for those seeking to broaden their horizons and unlock their full potential.As I continue on my own academic journey, I remain grateful for the opportunities afforded by my university experience. The challenges, the discoveries, and the personal growth I've undergone have shaped me in ways I couldn't have anticipated. While the path may not be perfect, I firmly believe that the benefits of a university education are well worth the investment –both financially and personally.篇3Is University Education Actually Useful? A Student's PerspectiveAs a university student, I often find myself questioning the true value and usefulness of the education I'm receiving. Don't get me wrong, I'm grateful for the opportunity to further my studies and expand my knowledge. However, with the exorbitant tuition fees, endless assignments, and the pressure to secure a well-paying job after graduation, it's natural to wonder if it's all worth it in the end. Let's dive into this hotly debated topic and explore both sides of the argument.The Case for University EducationOne of the most compelling arguments in favor of university education is the acquisition of specialized knowledge and skills.By enrolling in a particular field of study, students gain in-depth understanding and expertise that can be invaluable in their future careers. Whether it's mastering complex theories, conducting research, or developing practical skills, the learning experiences offered at universities are unparalleled.Moreover, universities foster critical thinking,problem-solving abilities, and analytical skills that are highly valued in the professional world. The academic rigor and intellectual challenges faced during one's studies help shape well-rounded individuals who can adapt to various situations and tackle complex problems effectively.Beyond academic pursuits, universities provide invaluable opportunities for personal growth and character development. The diverse social and cultural environments expose students to different perspectives, promoting open-mindedness, empathy, and a deeper appreciation for diversity. Extracurricular activities, clubs, and organizations allow students to explore their interests, develop leadership skills, and build valuable connections.Lastly, the prestige associated with a university degree can open doors to better career prospects and higher earning potential. Many employers still value the dedication, discipline,and intellectual prowess demonstrated by individuals who have successfully completed a university education.The Case Against University EducationOn the flip side, the skeptics argue that university education has become increasingly disconnected from the practical realities of the job market. With the rapid pace of technological advancements and evolving industries, some argue that the theoretical knowledge gained in universities quickly becomes outdated and irrelevant.Additionally, the skyrocketing costs of tuition, textbooks, and living expenses have made university education a financially crippling endeavor for many. The burden of student loan debt can haunt graduates for years, potentially outweighing the benefits of their degrees.Critics also point out that many successful individuals have achieved remarkable success without formal university education. Entrepreneurs, artists, and innovators have proven that passion, determination, and real-world experience can trump traditional academic credentials in certain fields.Furthermore, the rigid structure and curriculum of university programs may stifle creativity and limit opportunities forpractical, hands-on learning. Some argue that alternative educational pathways, such as vocational training, apprenticeships, or self-directed learning, can be more effective and cost-efficient for certain careers.My Personal PerspectiveAs a student deeply immersed in the university experience, I can appreciate both sides of the argument. While I recognize the inherent value of higher education in terms of knowledge acquisition, personal growth, and career prospects, I also acknowledge the valid concerns raised by its critics.Ultimately, I believe that the usefulness of university education depends on several factors, including one's chosen field of study, career aspirations, and personal circumstances. For disciplines that require specialized knowledge and theoretical understanding, such as medicine, engineering, or scientific research, university education is undoubtedly invaluable and often a necessity.However, for those pursuing more practical or entrepreneurial endeavors, alternative pathways like vocational training, internships, or self-directed learning could potentially be more cost-effective and directly applicable to their goals.Regardless of one's stance, it's crucial to approach university education with a clear understanding of its costs, benefits, and limitations. Students should carefully evaluate their goals, interests, and financial situations before committing to a degree program. Additionally, universities must continuously adapt their curricula and teaching methods to remain relevant and better align with the evolving needs of the job market.In an ideal world, university education would strike a balance between theoretical knowledge and practical application, fostering both intellectual growth and career readiness. Interdisciplinary programs, experiential learning opportunities, and industry collaborations could bridge the gap between academia and the professional world.Ultimately, the decision to pursue university education is a highly personal one, and its usefulness depends on individual circumstances and aspirations. While it may not be the perfect solution for everyone, university education remains a valuable and enriching experience for those who approach it with a clear purpose and a willingness to adapt to the ever-changing demands of the modern world.。
联合国优质教育英语作文
联合国优质教育英语作文英文回答：In the multifaceted tapestry of global development, the United Nations stands as a beacon of hope, workingtirelessly to promote peace, security, and human well-being around the world. Among its noble pursuits, the pursuit of quality education remains paramount, as it holds the key to unlocking countless opportunities and empoweringindividuals to create a better future for themselves and their communities.As a firm believer in the transformative power of education, I am deeply committed to supporting the United Nations' efforts in this critical area. I have witnessed firsthand the profound impact that access to quality education can have on individuals and societies alike. In remote villages and bustling cities, I have seen how education empowers women and girls, enabling them to break free from cycles of poverty and inequality. I have seen howeducation empowers youth, instilling in them the skills and confidence they need to become active and engaged citizens. And I have seen how education empowers entire communities, creating a more just, equitable, and prosperous world for all.The United Nations recognizes that quality education is not merely a privilege but a fundamental human right. Article 26 of the Universal Declaration of Human Rights states that everyone has the right to education, regardless of age, gender, race, religion, or any other status. This right encompasses access to free and compulsory primary education, as well as the opportunity to pursue higher education and vocational training.In pursuit of this goal, the United Nations has established a number of key initiatives. For example, the Sustainable Development Goals (SDGs), adopted by all member states in 2015, include a specific target to ensure thatall children and youth have access to quality education by 2030. The United Nations Educational, Scientific and Cultural Organization (UNESCO) plays a vital role incoordinating and supporting these efforts through its work in the fields of education, science, culture, and communication.At the heart of the United Nations' approach to quality education is the belief that every learner is unique and has the potential to succeed. This means that education must be tailored to the individual needs and circumstances of each learner. It also means that education must be inclusive, equitable, and accessible to all, regardless of their background or abilities.In practice, this means that quality education should provide learners with a strong foundation in literacy, numeracy, and problem-solving skills. It should also equip learners with the knowledge and skills they need to succeed in the 21st-century economy. In addition, quality education should promote values such as tolerance, understanding, and respect for diversity.The pursuit of quality education is a complex and challenging endeavor, but it is an investment that isessential for the future of our planet. By working together, we can ensure that every child and youth has theopportunity to reach their full potential and contribute to a more just, equitable, and sustainable world.中文回答：作为全球发展事业中一块光彩夺目的拼图，联合国始终如一地坚定不移地致力于促进世界和平、安全和人类福祉。
我们怎样得到一个良好的教育英语作文
我们怎样得到一个良好的教育英语作文How Can We Get a Good Education?Education is really important for kids like me. It helps us learn new things, develop our talents and interests, and prepare for our future careers. But what exactly makes for a good education? I've been thinking about this a lot lately.First off, I believe we need good teachers who really care about their students and make learning fun and interesting. My favorite teachers are the ones who get to know each student personally. They learn what we're interested in and how we learn best, whether that's through hands-on activities, visual aids, music and rhymes, or other creative methods. The best teachers don't just lecture at us, but engage us in lessons through questions, discussions, and group projects. They make us feel enthusiastic about the subjects we're studying.A good teacher also encourages and believes in their students. They don't just point out our mistakes, but praise us when we do well to build our confidence. They challenge us to work hard and keep improving, but are patient and understanding when we struggle. I really appreciate teacherswho take the time to provide extra help to any student who needs it after class or during free periods.Good teachers create a positive classroom environment where all students feel comfortable, respected, and able to be themselves. They don't allow any bullying, putdowns, or disruptive behavior that makes it difficult to concentrate on learning. At the same time, they have control of the classroom so it doesn't feel chaotic or stressful. Everyone is treated fairly and we're all part of a nurturing, supportive classroom community.In addition to great teachers, I think a good education requires a balanced curriculum that develops the whole student — academically, creatively, socially, emotionally, and physically. It's important to have core classes like math, reading, writing, science, and social studies to build essential skills and knowledge. But there should also be opportunities to explore our interests and express ourselves through arts, music, drama, sports, clubs, and other extracurricular activities.A well-rounded education teaches not just academic subjects, but also important life skills. This includes things like problem-solving, critical thinking, communication, teamwork, leadership, self-discipline, and how to stay healthy and active. We need to learn skills for building positive relationships,managing emotions, making responsible decisions, and becoming engaged community members. Education should prepare us for challenges and responsibilities beyond just academics.In my opinion, project-based learning is one of the best ways to develop all these skills while making lessons meaningful, memorable, and a lot of fun. When we get to work on hands-on group projects that solve real-world issues we're interested in, it brings everything together - research, writing, presenting, collaborating, and applying what we've learned in a creative way. Projects make you excited about learning!Field trips, outdoor education, and classroom visits from community members and professionals are also great ways to experience lessons, not just sit and listen to them. It's so much more engaging to see science in action on a nature hike, or learn about careers through role models who come share their experiences with us.Technology is another important part of a comprehensive modern education. We are lucky to have tools like computers, iPads, interactive whiteboards, educational software, and online resources to help us learn in a more multimedia, personalized way. At the same time, we need taught digital literacy - how touse technology responsibly and effectively to research, create content, and collaborate. It's pivotal we learn about online safety, cyberbullying prevention, and how to identify trustworthy sources and misinformation.Personally, I believe education works best when it's tailored to different learning styles, paces, strengths, and needs. Each student is unique, so classroom materials and instruction should be differentiated as much as possible. Students who need more time or different approaches to understand concepts should have access to that support. On the flip side, students who grasp things quickly shouldn't become bored or underachieve waiting for the rest of the class to catch up.A good school provides lots of choices for different skill levels and interests through different academic paths, course selections, cluster grouping, and enrichment/intervention services. There should be special education resources for any students with learning differences or disabilities, and equal opportunities for gifted students to be challenged. No student should be overlooked or left to "fall through the cracks."Physical spaces for learning also make a big difference. Classrooms, the library, cafeteria, gyms, playgrounds, and other facilities should be clean, well-maintained, safe, accessible, andflexible. Spaces should feel bright, comfortable, and inspiring, with good lighting, comfortable temperatures, injections of nature, artwork on the walls, and enough room for different configurations and activities. Outdoor classrooms, gardens, and play areas are also amazing assets for hands-on learning.Finally, I think a collaborative partnership between schools, families, and the community is key for achieving a quality education. Parents and caregivers need to be engaged partners, reinforcing good values and supporting learning at home through reading, helping with homework, limiting screen time, and creating a conducive environment and routines for success. Families should maintain open communication with teachers and be advocates for their child's needs.Meanwhile, schools should seek out ways to welcome parents as volunteers, for special events and activities, and in decision making. Community organizations, businesses, colleges, and local experts can also become invaluable partners by providing mentors, internships, funding, supplies and more to enhance the educational experience.Ultimately, a good education is one that ignites students' passion for learning, unlocks their full potential, and equips them with the skills and knowledge to thrive in life. It takes acollaborative village of caring teachers, families, and community members to create a truly enriching, engaging, and supportive learning experience.So in summary, the key ingredients are: nurturing teachers who make learning fun and personalized, a well-rounded curriculum that develops the whole child, hands-on projects and experiences, modern technology balanced with essentialskill-building, differentiated support and enrichment, positive physical learning spaces, and strong school-home-community partnerships. When those elements are all there, it creates an environment where every student can get excited about learning and work towards their dreams.That's what I think makes for a great education based on what I've experienced so far! Of course, I still have a lot to learn and this is just one kid's perspective. But I feel really lucky to be at a school that prioritizes many of these things that are helping me develop a lifelong love of learning. I can't wait to keep growing and being inspired by amazing teachers who help me and my classmates reach our full potential.。
张捷：凭啥对美国英才教育体系选择性失明
张捷：凭啥对美国英才教育体系选择性失明我们所谓的教育改革，都是拿着美国的各种研究和蓝本说事情，但我们要发现的是，这些研究人员对美国的英才教育体系是选择性的失明的！对英才教育，是非常小众的，如果是统计平均，以及普世的教育理论，这些天才就是被统计埋没！我们不能说各种教育鸡汤完全错误，甚至这类鸡汤对绝大多数人是正确的，就是不适于英才教育体系，但在统计平均的报告下，真相是被选择性失明的。
美国的英才教育体系是完全与普及教育不同的。
美国的这教育把英才学生称作了Gifted，中文把这个翻译为资优生。
对资优生的特殊培养，美国可以说是有近150年的发展了。
1868年美国在公立学校开展教育资优学生的系统性措施；1901年美国第一所针对资优生的特殊教育学校出现；1926年美国第一本关于Gifted Euducation的教材《Gifetd Children：Their Nature and Nurture》问世；1954年美国NAGC（national association for gifted children，全国天才儿童协会）美国高天资学生相关的国家协会成立；1972年美国马里兰报告，正式提出Gifted Children的定义；1990年美国高天资学生国家研究中心（The National Research Center on the Gifted Children）在康涅狄格大学成立。
美国针对这些资优学生特别立法，采取特殊的教育政策，他们的教师，需要额外的资质，有些州甚至立法要求的资质多达六项。
而对这些资优的学生，美国给他们提供综合性的课程和特殊的培养，这特殊的才能，被分为了科学（Science）、技术（Technology）、工程（Engineering）和数学（Mathematics），其实从这个分类我们就发现，中国人非常擅长的数学和工程能力，被我们的素质教育选择性的失明，而科学能力里面，中国人的创造力欠缺但科学能力其他方面也不弱，还有技术能力，中国的工匠水平很高的，但不被重视，不过特殊的艺术类体育类的技术能力，比如钢琴、马术等，却因为上层社会的喜欢和领先变成特殊的素质了，这些扭曲和选择性的失明才是问题的关键。
教资作文素材模板书2024
教资作文素材模板书2024英文回答：Teacher Certification Essay Material Templates: A Comprehensive Guide to Achieve Excellence。
Introduction。
The Teacher Certification Essay is a crucial component of the certification process for aspiring educators. It presents an opportunity to showcase one's understanding of the field, pedagogical skills, and ability to articulate educational philosophies. To facilitate this task, numerous essay material templates are available to provide guidance and structure. This comprehensive guide explores the various templates, offering insights into their content and benefits.Types of Essay Templates。
1. Structured Response (SR): Provides a clear outline for organizing the essay, with specific sections for introduction, body paragraphs, and conclusion. This structure helps candidates stay focused and ensures logical flow.2. Open Response (OR): Allows for more flexibility in organizing the essay, placing greater emphasis on the candidate's ability to develop a cohesive argument.3. Comparison and Contrast (CC): Suitable for essays that require candidates to analyze similarities and differences between two or more theories or concepts.4. Cause and Effect (CE): Ideal for exploring the relationship between causes and effects in educational contexts.5. Common Core (CC): Aligns with the educational standards established by the Common Core State Standards Initiative.Benefits of Using Essay Material Templates。
“U-G-S”教师教育模式优化研究
“U-G-S”教师教育模式优化研究作者：李文倩黎结梅来源：《教师教育论坛（高教版）》2020年第04期摘要：国内外学者提出的“U-G-S”教师教育模式正在实践中进行多方面实验。
但作为一种协同机制，各主体之间存在差异，例如办学主体的办学能力有待提高，教师教育的反馈机制有待进一步健全，协同机制有待进一步完善等等。
为了促进“U-G-S”教师教育模式的进一步完善和发展，构建各主体间协同机制、构建教师教育信息资源共享平台、构建“互联网企业+U-G-S”教师教育模式很有必要。
关键词：“U-G-S”教师教育模式;师范大学;教师教育中图分类号：G650文献标识码：A文章编号：2095-5995（2020）07-0030-03为了培养优质教师，各师范院校进行了教师教育实践模式探索，总结出大学—政府—学校（University-Government-School，简称“U-G-S”模式）的教师教育模式。
“U-G-S”教师教育新模式是“教师教育创新东北实验区”在“融合的教师教育”理念指導下形成的“师范大学主导、地方政府协调、中小学校积极参与”的师资人才培养模式[1]。
一、关于“U-G-S”教师教育模式实行“U-G-S”教师教育模式之前，曾经试验过“U-G”和“U-S”模式。
[2]在“U-G”模式下，政府和师范大学紧密配合，政府向师范大学传达政府新的教师培养设想和计划，投入教育资金，指导师范大学的各项工作，提供政策保障。
师范大学则负责按照国家和政府培养目标，培养数量充足、质量过关的教师人才，做好教师的职前教育工作。
在“U-S”模式下，师范大学根据教师人才就业学校的要求培养教师，各级各类学校对教师有不同的要求，师范大学根据要求制定相应的培养计划。
但这两种模式都有其局限性，而“U-G-S”教师教育模式正是对“U-G”和“U-S”模式的整合再造，是一种政府、师范大学、中小学相联合的教师教育模式。
师范大学在“U-G-S”教师教育模式处于主导地位，负责教师教育模式的顶层设计，为中小学和政府的教师队伍建设和教师培训提供技术指导，为广大中小学提供优质师范毕业生，为政府实施基础教育改革提供智力支持。
资优儿童的资优特征及其鉴定
The Science Education Article Collects No.35,2020 Sum No.5152020年第35期总第515期摘要资优儿童在智力、思维、创造性、个性、自我意识、兴趣、动机等方面均显著优于普通儿童，能取得比普通儿童更优异的成就和绩效。
资优儿童的资优特征众多且不统一，因此，资优儿童的鉴定存在一定难度。
资优儿童的鉴定通常是从智力、认知和个性倾向、成就水平等一个方面或多个方面进行。
关键词资优儿童；资优特征；鉴定Characteristics and Identification of Gifted Children//HE BofengAbstract Gifted children are significantly better than ordinary children in intelligence,thinking,creativity,personality, self-awareness,interest,motivation and other aspects,and can achieve better achievements and performance than ordinary chil-dren.Because there are many and different characteristics of gifted children,it is difficult to identify them.The identification of gifted children is usually carried out from one or more aspects such as intelligence,cognition and personality,achievement. Key words gifted children;gifted characteristics;identification资优儿童是儿童群体中一个资质、禀赋优于普通儿童的群体[1]。
资优教育的国际视野
资优教育的国际视野资优教育（gifted education）是指针对具有高超智力潜能的学生开展的教育活动。
在当今全球化的背景下，资优教育的国际视野愈发重要。
本文将从全球范围内的资优教育发展情况、国际视野对资优教育的影响以及推动资优教育国际交流合作等方面展开讨论。
资优教育在全球范围内的发展情况值得关注。
随着全球经济的不断发展和教育水平的提高，各国对资优教育的重视程度不断增加。
美国、英国、澳大利亚等发达国家早在20世纪初就已经开始实施资优教育，建立了完善的资优教育体系和政策法规。
而在一些发展中国家，也开始逐渐重视起资优教育，设立特殊学校或班级，或者通过提供异质化教育服务来满足这部分学生的需求。
全球范围内资优教育的发展呈现出多样化和多元化的特点，各国在资优教育理念、政策体系、教育教学模式等方面存在差异和互补，这为资优教育国际交流与合作提供了广阔的空间。
国际视野对资优教育的影响主要体现在以下几个方面。
首先是教育理念和模式的交流借鉴。
不同国家的教育理念和模式都有其独特之处，其中的优点和特色可以相互借鉴，促进各国资优教育的发展。
美国的多元智能教育理念和澳大利亚的个性化教育模式在资优教育中得到了广泛的应用和推广。
其次是教育资源的共享和合作。
通过国际间的教育资源共享和合作，可以更好地满足不同国家的资优学生的教育需求。
一些发达国家的高品质的教育资源可以通过国际间的合作项目和交流活动进入到其他国家，提高资优教育的整体水平。
再次是教育评估和认证的标准化和国际化。
通过国际视野的影响，各国可以借鉴和参考国际上先进的教育评估和认证标准，提升资优教育的质量和国际竞争力。
推动资优教育国际交流合作具有重要意义。
首先是通过国际间的交流活动，促进资优学生的全面发展。
资优学生的成长需要面临着全球化和国际化的挑战和机遇，他们需要具备跨文化沟通、团队合作和国际竞争等能力。
国际间的交流活动可以帮助资优学生更好地适应国际社会的发展需要，提升其国际视野和全球意识。
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「資優教育研究」稿約（Journal of Gifted Education,JOGE)
《資優教育研究》園地公開，凡有關資優教育之研究論文均歡迎賜稿。
一、文稿類型
（一）實徵性論文(Empirical Paper):原創性且未發表過之學術論文。
（二）理論性論文(Theoretical Article):就晚近發展的學術議題所撰寫有理論價值或創見之論文。
二、文長：來稿每篇以一至二萬字為原則。
三、論文格式
（一）本刊接受中、英文文稿。
（二）稿件請以電腦軟體word製作，請橫向排列，並註明頁碼。
（三）首頁請著錄文章篇名、作者姓名、任職機構、中文摘要（五百字以內）、關鍵字（以不超個十個為原則，依筆劃順序排列）、本文（包括緒論、研究方法、結果與討論、結論與建議）、參考文獻、作者通訊地址、作者簡介、英文摘要（含標題、作者、服務機構、摘要、關鍵字）。
以英文撰寫者頇附中文摘要。
四、審查程序
來稿一律聘請二位以上專家進行雙向匿名審查。
本刊將嚴守保密責任，評審意見及審查結果均將送交作者本人，但來稿概不退還，編輯對來稿有權作必要之潤飾。
五、校稿程序
通過審查且依本刊撰稿體例完成修改的稿件，請提供文稿兩份及同版本建檔磁片一份，以方便排版作業。
文稿的二校稿將寄交作者自行校閱，校稿頇在收到後一星期內寄回。
六、版權事宜
(1)本刊不接受已經正式出版及一稿數投的文稿。
(2)經刊登之論文，版權歸本學刊所有。
非經本刊與作者同意，不得轉載或
轉譯為其它文字發表。
(3)經刊登之論文，本刊將贈送作者當期期刊二本及抽印本二十份，不另致稿
酬。
七、出刊日期
本刊每年預定出版二期（六月及十二月出刊），每期截稿日期為出刊前三個月，惟歡迎隨時來稿。
八、稿件交寄
來稿務必備妥一式三份逕寄至:
(106)台北市大安區和平東路一段162號，國立台灣師範大學特殊教育中心
轉中華資優教育學會「資優教育研究」編輯部吳淑敏老師收。
編輯部連絡電話：(02)2392-2784轉329 傳真：(02)23587864
一、撰稿格式
（一）文稿橫向排列，依序為中英文篇名、作者姓名、摘要、關鍵詞、作者簡介(含通訊地址)、正文、註解(含謝詞)、參考文獻、圖表、附錄。
（二）若有特殊注意事項，請於稿件後註明。
二、標點符號
中文一律用全形，西文則用半形輸入。
三、標題層序
（一）本文（包括緒論、研究方法、結果與討論、結論與建議）不編序號。
（二）需加編序號者，中文大小標題以一、(一)、l﹒、(1)為序著錄。
四、引用書目
正文中引用書目，著錄作者名、出版時間(一律使用公元年代)、章節數與頁數等資訊。
範例如下: 吳武典(1998),(林幸台、張文哲、張正夫、羅敏文，1998), Gardner(1995),(Whitmore & Maker, l985)
五、參考文獻
（一）中文在前，西文在後，中文依作者姓式筆劃、西文依字順排序。
（二）每筆參考文獻依序著錄作者姓名、出版年、篇名、書刊名、頁次、出版地、出版者等項。
每一筆的第二行起，各縮排兩個中文字。
（三）西文的斜體之使用範圍如以下範例。
吳武典、陳昭地(1998):我國參與國際數學奧林匹亞競賽學生的追蹤研究─環境影響之探討。
特殊教育研究學刊，16期，347-366頁。
蔡典謨(1996):協助孩子出類拔萃。
台北:心理出版社。
Elmore, R. F., & Zenus, V.(1992). Enhancing social-emotional development of middle school gifted students. Roeper Review,16(3),182-185.
Gardner, H.(1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Senf, G. M. (1983). The nature and identification of learning disabilities and their relationship to the gifted child. In L. H. Fox, L. Brody, & D. Tobin
(Eds.), Learning-disabled / gifted children (pp. 37-49). Austin, TX: PRO-
ED.
六、本體例未敘明之處，請參照APA出版手冊(1994年版)。