Ability based educational reform:
A three-year practice
Shi Jiannong
Institute of Psychology, CAS
[email protected]
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，1992）
心理旋转
旋转角度：180度
反应时(ms)
3200
常态
2600
超常
2000
1400
800
8
10
12
年龄
（恽梅、施建农，2001）
Differences in creative thinking between
gifted and normal children (originality)
330
320
310
14
5
12
10
4
300
290
6
8
3
G
280
G
6
2
270
N
260
250
1
N
N
2
0
0
Figural
4
G
Practical
Numerical
Shi & Xu, (1999)
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)
Distribution of students’ ability
Ret.
G/T
Mean
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 Intelligence)
 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)
An extra aspects
 Parent-Child relationship (very important
but not for school arrangement)
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
(loving 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
Factors may
make effects
Intellectual
potential
Control switch
Attitude
about task
Non-target task
Target task
Activities not
evaluated
Activities
evaluated
Active intelligence in learning
Factors may
make effects
Intellectual
potential
Control switch
Attitude
about learning
Non-target task
Target task
computer games,
TV
classroom activities,
home work
Creativity in an
integrative system
Power system
Curiosity, Interest,
Motivation, Creative
attitudes, etc.
Support system
Notion & form of education,
Pattern of management,
Encouraging system,
Creativity
and opportunities, etc.
development
Resource system
Domain knowledge,
skills, Methods,
Tools or equipment,
etc.
School achievement in
an integrative system
Power system
Curiosity, Interest,
Motivation, Creative
attitudes, etc.
Support system
Notion & form of education,
Pattern of management,
Encouraging system,
School
and opportunities, etc.
achievement
Resource system
Domain knowledge,
skills, Methods,
Tools or equipment,
etc.
School management
Traditional class
less flexible •Teachers are fixed
from G7 to G9
•Students in the same
class for three years
Ability based class
•Teachers are not fixed
more flexible •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)
295
294
293
292
中考平均分
高中录取分
291
290
289
288
287
成绩
毕业时的考试成绩(2003)
50
45
40
35
30
25
20
15
10
5
0
区排名
学校总数
初一
初二
初三
Thanks