Nurturing the Gifted issue no.11 by The Hong Kong Academy for Gifted Education

ISSN 2219-4746

第11期

Issue No. 11

Developing motivation in gifted children: 9月 SEP The Joy of Learning 2013 培養資優兒學習動機：驅動愉快學習

專題學習 Feature Article

資優者的複雜動機: 如何鼓勵不需鼓勵的孩子李雅言博士

Motivating the already motivated: Pushing the right buttons By Dr. N.Y. Louis Lee

ISSN 2219-4746

第11期

Issue No. 11

目錄 Contents 編者的話最新情報香港資優教育學苑首屆學生會議

2 3 6

家長園地如何推動資優生的積極性「童」一天空從資優生看學習動機

12 18 22 24

動機與我資源推介為甚麼聰明的孩子會成績差劣

活動花絮學苑動向

Editors’ Note What’s New The First HKAGE Student Conference

Feature Article Motivating the already motivated: Pushing the right buttons Founding Dean of Students, Wu Yee Sun College The Chinese University of Hong Kong Assistant Professor, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong

香港中文大學伍宜孫書院創院輔導長、學能提升研究中心助理教授

專家分享學習動力何來？

2013

by Dr. N.Y. Louis Lee

李雅言博士

研究分享在家培養資優兒的學習動機

Sep

2013 Parent Conference

2013年度家長會議專題研習資優者的複雜動機：如何鼓勵不需鼓勵的孩子

9月

Research Corner Motivation within the family Professional Sharing What is the fuel for learning? Parent Zone How to motivate the enthusiasm of gifted child My Corner Motivating learning motivation from gifted students Motivation and I

28 29 33

What’s Recommended Why Bright Kids Get Poor Grades And What You Can Do About It: A Six-Step Program for Parents and Teachers (3rd edition) Event Highlights Forthcoming Academy Events

編者的話 Editors’ Note

最新情報 What’s New

編者的話

Editors’ Note

繼上期《資優樂》專題探討資優兒家長育兒的心理壓力及如何保持正面培育資優兒後，今期《資優樂》將會探討資優兒的學習動機。如果你錯過了上一期《資優樂》，歡迎到本學苑網站的「家長園地」下載。

In the previous issue of Nurturing the Gifted, we explore mental pressure of parents and the positive ways to nurture gifted children. In this issue, we move on to discuss the learning motivation of gifted children. To refresh your memory, you are welcome to download the previous issue of Nurturing the Gifted at the Parent Zone of the HKAGE website.

很多時候，家長會將全副精神投放於子女的學業上，期望他們取得好成績，名列前茅，「望子成龍﹑望女成鳳」正反映家長對子女學習上的期望，特別是資優生。可能有些家長認為資優兒的學習較其他人出眾，學習上相對地能爭取較好的成績，這種「優越性」令家長不斷推動子女學習，究竟有甚麼方法推動子女的學習動機？今期《資優樂》主題為「培養資優兒學習動機﹕ 驅動愉快學習」，專題剖析學習動機，特別是內在及外在的動機如何影響子女的學習。我們很榮幸邀請了香港中文大學伍宜孫書院創院輔導長兼學能提升研究中心的李雅言助理教授為我們撰寫「專題研習」，探討資優者的複雜動機。在「研究分享」，我們會探討如何在家培養資優兒的學習動機，及資優兒的家長如何在家推動子女的學習，讓他們成為自發的學習者。另外，「專家分享」將由本學苑總監林克忠先生分享其二十多年的教學經驗，介紹如何提升資優生的學習動機，希望家長能從中得到啟示，推動子女的學習熱情。「『童』一天空」則從兩位學生角度探討發掘熱情及學習動機，讓學生能自動自覺地學習。最後，「家長園地」邀請了家長分享如何推動子女的學習動機，讓他們於學習路上有更大的滿足感，透過家長第一身的叙述，各位定能從中得到很大的反思。另外，本學苑將於2013年10月12日（星期六）舉行2013年度家長會議，屆時我們將邀請香港中文大學教育學院院長梁湘明教授主講﹕「培養熱忱﹕在充滿挑戰的時刻激勵資優生」。報名詳情請參閱本學苑網站內的「家長園地」，網址：www.hkage.org.hk。

香港資優教育學苑首屆學生會議 The First HK AGE Student Conference 資優與創意

Gif tedness and Creativit y

Parents often focus all their attention on their children’s academic performance, expecting them to top the class. This reflects parents’ high hopes on their children, especially on gifted students. Some parents tend to believe that gifted children can easily outperform others in grades. This sense of “superiority” prompts parents to keep their children highly-motivated all the time, but how can they motivate their children to learn? Themed around “Developing motivation in gifted children: The joy of learning”, this issue examines how intrinsic and extrinsic motivation influences children’s learning and performance. We have the privilege of inviting Dr. N.Y. Louis Lee, Founding Dean of Students, Wu Yee Sun College, and Assistant Professor, Centre for Learning Environment and Research, The Chinese University of Hong Kong, to write the Feature Article that shares experience in strengthening the learning motivation of gifted children. In Research Corner, we discuss ways to encourage your gifted children to study at home on their own initiative, guiding them to become self-motivated learners. Drawing on his teaching experience of over 20 years, Mr. Patrick H. C. Lam, Associate Director of the HKAGE, shares his insights about improving the learning motivation of gifted students. Hopefully, this will inspire parents on how to encourage children and ignite their passion for learning. Through appreciating the learning passion and motivation from students’ viewpoint, My Corner aims at helping students to learn proactively. In Parent Zone, a parent of gifted children shares his ideas on how to motivate children and let them find satisfaction in learning. This first-hand experience is sure to give you inspiration. Scheduled on Saturday 12 October 2013, the Parent Conference 2013 features a keynote address entitled “Passion development: motivating gifted and talented students in a challenging time”, which is to be given by Professor Leung Seung-ming, Dean of Education, The Chinese University of Hong Kong. For the registration details, please visit the Parent Zone at www.hkage.org. hk.

為響應世界資優兒童協會將2013年定為「國際資優與創意年」，本學苑將於 2013年11月23日舉行首屆學生會議。屆時香港中文大學校長沈祖堯教授,SBS,JP及有機上網行政總裁黃岳永先生將擔任大會主講嘉賓，並有在六個研究範圍成功入圍的學生分享他們的研究成果。

In support of the International Year of Giftedness and Creativity advocated by the World Council for Gifted and Talented Children, the HKAGE will hold our signature event, the First HKAGE Student Conference, on 23 November 2013. Professor Joseph J.Y. Sung, SBS, JP, Vice-Chancellor and President of The Chinese University of Hong Kong, and Mr. Erwin Huang, Chief Executive Officer of WebOrganic, will be our keynote speakers, and student finalists will also present their papers in six study areas at the Conference.

歡迎全港中學生在2013年9月至10月期間，登入本學苑網上報名平台報名參與會議。

All secondary school students are welcome to attend the Conference and register online from September to October 2013 through the HKAGE Online Application Platform.

詳情請見本學苑網頁: http://ge.hk age.org.hk/b5/students/StudentConference For details, please visit our HKAGE website: http://ge.hk age.org.hk/en/students/StudentConferen c e

Nurturing the Gifted | Sep 2013 | Issue No.11

最新情報 What’s New

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資優兒的學習動力 Learning Motivation of Gifted Children

分組論壇1（下午二時三十五分至三時二十分） Concurrent Session 1 (1435-1520) A1

為學習引擎加油：從理論到實踐

輔導資優兒旅程：聆聽及接納的藝術

壓力能生巧? — 克服完美主義的策略

資優生生涯規劃

林克忠先生香港資優教育學苑總監

冼可琳小姐香港資優教育學苑教育顧問

程永德先生香港資優教育學苑教育心理學家

Fuel the engine of learning: theory into practice

Counselling gifted journey Pressure makes perfect? - Strategies to cope with - The art of listening and perfectionism acceptance

(KG, Pri & Sec)

(KG & Pri)

(Sec)

Ms. SIN Ho-lam, Tiffany Education Advisor The Hong Kong Academy for Gifted Education

Mr. CHING Wing-tak, Victor Educational Psychologist The Hong Kong Academy for Gifted Education

Mr. LAM Hak-chung, Patrick Associate Director The Hong Kong Academy for Gifted Education

回應資優生情緒及行為困難的策略

自主學習由家開始

資優生的自我效能：影響與建議

資優生及其家人的心聲

Strategies to deal with emotional and behavioral difficulties of gifted children (KG & Pri)

Nurturing the Gifted | Sep 2013 | Issue No.11

Prof. LEUNG Seung-ming, Alvin Dean of Education Professor, Department of Educational Psychology The Chinese University of Hong Kong

湯敏思博士香港資優教育學苑院長 Dr. Stephen TOMMIS Executive Director, The Hong Kong Academy for Gifted Education

梁湘明教授香港中文大學教育學院院長 Prof. LEUNG Seung-ming, Alvin Dean of Education Professor, Department of Educational Psychology The Chinese University of Hong Kong

(Sec)

分組論壇2（下午三時三十五分至四時二十分） Concurrent Session 2 (1535-1620)

歡迎辭（下午一時至一時十分） Opening and Welcome Address (13:00-13:10)

培養熱忱﹕在充滿挑戰的時刻激勵資優生 Passion development: motivating gifted and talented students in a challenging time

The career and life planning of gifted and talented students

小息及茶點招待（下午三時二十分至三時三十五分）Interval and Refreshment 1 (1520-1535)

戴偉堂先生基督教香港崇真會教育心理學家

專題演講（下午一時十五分至二時三十分，連答問時間） Keynote Address (13:15-14:30 with a short period for Q&A)

梁湘明教授香港中文大學教育學院院長

Mr. DAI Wai-tong, Darren Educational Psychologist Tsung Tsin Mission of Hong Kong

温慧欣博士香港中文大學教育學院專業顧問

方蔚子博士香港大學教育學院博士後研究員

How to promote autonomous learning in the family context Self-efficacy in gifted learners: What we know and (Pri & Sec) what we can do Dr. WAN Wai-yan, Sally (Pri & Sec) Professional Consultant Dr. FONG Wai-tsz, Ricci Faculty of Education The Chinese University of Hong Kong Postdoctoral Fellow, Faculty of Education The University of Hong Kong

伍世強先生、趙佩珊女士及伍國頌同學

The voice of a gifted child and the family (Sec)

Mr. Ng Sai-keung, Ms. Chiu Pui-shan and Mr. Ng Kwok-chung, Joseph

小息2（下午四時二十分至四時二十五分）Interval 2 (1620-1625)

論壇（下午四時二十五分至五時）：如何成為積極主動的學生 Forum (1625-1700) How to become a proactive learner 由戴偉堂先生、溫慧欣博士、方蔚子博士三位分組論壇講者主講主持：林克忠先生 Conducted by various concurrent session speakers: Mr. Darren DAI, Dr. Sally WAN and Dr. Ricci FONG Facilitator: Mr. Patrick LAM

Nurturing the Gifted | Sep 2013 | Issue No.11

專題研習 Feature Article

資優者的複雜動機：

如何鼓勵不需鼓勵的孩子

李雅言博士

資

優者做事的動機和性質很特別。他們成功的一大原因是其廢寢忘餐的工作熱誠；名藝術家曼萊 (Man Ray) 便說過，「作為天才的一大滿足感出於其意志力量以 1 及其強頑。」但另一邊廂，當他們對一項工作不感興趣、或覺得其沒有價值的話，他們沒動機的程度也同樣驚人。不少天才––我們姑且稱他們為「特別資優者」吧––年少時更輟學，愛因斯坦便是最佳例子。故此，要協助資優者、令其有所成就，先決問題是去明瞭他們的心態，並順着他們的脾性興趣而行。我自己為「資優者」，亦為資優課程導師，所以希望在這篇文章分享我擔任這兩個不同角色的個人感受與經驗，從而更了解「資優者」的動機。我的個人經驗跟任何的個人經驗一樣，並不具廣泛代表性，但或許有參考意義。我長大時，並沒有資優教育這回事––至少在香港沒有。所以我並沒有接受過任何正式的資優評核。但我有充分理由相信我是「資優者」：一、我學業成績向來不賴，而我成年時接受的臨床心理測試結果亦確定了我認知能力很高。二、我年少時，一定不會跟我認為能力比我低的人玩耍（而這態度當然令人對我反感）。三、我一直覺得我與別不同（亦並不易相處）。我有時覺得，資優這概念真令人啼笑皆非。我有這感覺，並不因為我態度輕佻，而是出於認真的

Nurturing the Gifted | Sep 2013 | Issue No.11

思考。「資優」不只是一個虛榮的標籤嗎？這概念的定義也一直在轉變。可是我也要為自己說句公道話：我事實上有點與別不同。我曾為數件傳記式作品動容。第一件是題為《不同凡響》的一九九七年喬布斯著名的蘋果電腦廣告。我當然深知，跟片中的天才相比，我完全算不上是甚麼。但喬布斯對他們行為表現的刻劃和性格描繪，於我心有多大共鳴！世上他人怎麼 2 想，管他的！另外一件是二零零九年首演的本港紀錄片《KJ音樂人生》。這套奪得數個獎項的電影，描述了年青天才鋼琴家黃家正的心路歷程。在中學演奏音樂時，他會喝駡不聽他指示或未能達到他嚴苛要求的同學。他就是不管規矩與一般禮貌。你可以說他的中學於校際比賽勝出，全是他的功勞（他挑選出賽作品時明知故犯，找來一首超時之作，並向同學表示，如果評判因此而取消他校的參賽資格，那便由他們吧。）但當同學們熱烈慶祝勝利時，他卻冷漠地像看戲般站在一旁。他重複表示，他對財富沒興趣，他追求的只是去過一個人應該過的生活。他這般性格，當然惹人討厭：大部分人都覺得他自我中心、狂妄、不可一世等等。有專欄作家甚至大做文章批評他，覺得他是位寵壞的年輕人；他那麼年靑便已得到那麼多機會，便應心存感激，而不應怨天尤人。我看罷那篇文章，憤怒得立即寫了一篇文章 3，其結論為：「如果男主角真的是衛道之士所要求的乖男孩，他便不會是位有潛質的藝術家，

而是像X女士（註：該專欄作家）的平凡人。」（編輯當然把語氣修改得温和多了。）數年前，我因事孤獨得患抑鬱病。當時給我鼓勵和力量的其中一本書是二十世紀八、九十年代暢銷書《傅 4 雷家書》。對中文讀者而言，這本書應該一點也不陌生：它載着我國著名翻譯家傅雷跟兒子傅聰的大部分通信；今年七十八歲的傅聰為波蘭華沙蕭邦國際鋼琴比賽首位中國得獎者，而通信時他遠在波蘭深造。一九五五年一月二十六日一通，載着這一段說話：

赤子便是不知道孤獨的。赤子孤獨了，會創造一個世界，創造許多心靈的朋友！永遠保持赤子之心，到老也不會落伍，永遠能夠與普天下的赤子之心相接相契相抱！

為會員的俱樂部。」說到名句，當然少不了喬布斯：「一流人才喜歡跟一流人才共事，他們絕對不會喜歡跟三流人才共事。」道理清楚不過。資優者絕不會願意聽命於人，他們只願聽命於己。嘗試改變他們這特點並沒有意思，因為他們的意志阻擋不了，他們總會找到自己的方法去做自己想做的事情。給他們定下法規，也沒甚意思。應順其心智而行，嘗試去了解他們的想法與感受，「發掘」他們獨特的看法與信念，而不要硬碰他們。他們可能覺得你的聰明才智不及他們，但他們或多或少也會感謝你對他們想法的瞭解。

我看罷這段文字，不禁感動而哭。傅雷先生是中國留法的首批學生之一，對中西文化都有深厚的了解。他為巴爾札克全部作品，以及法國大文豪羅曼•羅蘭之鉅著《約翰•克里斯朵夫》的翻譯，都是曠世巨作，而他在世時成就已受人認同。但他正直、不怕開罪人的性格為他惹來麻煩，逼使他於文化大革命初年和妻子雙雙上吊自殺。是不是剛正不阿、有理想、有水平、熱烈追求人生意義的人都要受敵人的折磨？

資優者亦擅長為自己添麻煩，所以你有責任去暗地裏保護他們。他們會面對的危險包括妒忌、「囂張高傲」等標籤（他們不是不知道自己性格異於常人！）、極厭煩的官僚（他們萬分憎厭規限與束縛）等等。嘗試明白和欣賞他們的瘋狂，但當然不需激化瘋狂。當他們沒心機做事時，切勿強迫他們。嘗試了解他如何看該事（他們可能覺得事情容易和無聊萬分！），並多認識該事，在其中找出他們也許尚未察覺和發現的有趣之處和價值，繼而暗地裏慢慢透露給他們，試探他們。

美國大文豪馬克•吐溫曾說：「我從來沒有容許我的課堂干擾我的學習。」名喜劇大師葛拉曹• 馬克思則這樣道：「我拒絕加入任何願意收我

你不要為他們學習速度之驚人和他們已知多少東西而驚訝。你反而更應處變不驚，隨意發問問題和跟他們討論隨意的議題來挑戰他們。對他們

Nurturing the Gifted | Sep 2013 | Issue No.11

專題研習 Feature Article

作者介紹

the already motivated:

來說，沒有東西是太深的。讓他們組織堆砌他們研究專題的概念。當你發覺他們對某些事物有特別濃厚的興趣時，盡量跟着他們走，去發掘該事物；有需要時更可違規！我任教一班對象為資優高中生的課程，課題為「思維心理學入門」。有次我第一堂開始時問他們，其實我們能不能夠真正看通其他人的思維，而如果不能的話，障礙究竟是甚麼。同學們的熱烈和具深度的答案令我震驚！於是我們便花了一個多小時討論思維哲學，以及心理學這門學科的研究手法本身有甚麼局限。換言之，我們的課堂有點「離題」——但我們一致同意這樣做，而他們第一天接觸心理學，便已探討過不少修心理學的大學生聽也未聽過的議題！

1. “One of the satisfactions of a genius is his will-power and obstinacy.” – Man Ray (Emmanuel Radnitzky) 2. 廣告中的敘述全文如下：「向那些瘋狂的傢伙們致敬，他們特立獨行，他們桀驁不馴，他們惹是生非，他們格格不入，他們用與眾不同的眼光看待事物，他們不喜歡墨守成規，他們也不願安於現狀。你可以讚美他們，引用他們，反對他們，質疑他們，頌揚或是詆毀他們，但唯獨不能漠視他們。因為他們改變了事物。他們發明，他們想像，他們治愈，他們探索，他們創造，他們啟迪，他們推動人類向前發展。也許，他們必需要瘋狂。你能盯著白紙，就看到美妙的畫作麼？你能靜靜坐著，就听見美妙的歌曲麼？你能凝視火星，就想到神奇的太空輪麼？我們為這些傢伙製造良機。或許他們是別人眼裡的瘋子，但他們卻是我們眼中的天才。因為只有那些瘋狂到以為自己能夠改變世界的人，才能真正的改變世界。」 3. < 創作與心理病＞。明報月刊，二零一一年一月號。 4. 傅雷家書（全新增訂本）。傅敏編，香港三聯書店，二零零六年五月。

Nurturing the Gifted | Sep 2013 | Issue No.11

Motivating

李雅言香港中文大學伍宜孫書院創院輔導長、學能提升研究中心助理教授。長於香港，預科畢業於加拿大太平洋聯合世界書院。英國倫敦大學學院學士（甲級榮譽）、美國普林斯頓大學碩士、博士（認知心理學）。二零零七年普林斯頓大學研究生校友協會年度教學獎得主。自零八年起擔任中文大學教育學院資優計劃導師，任教科目包括「思維心理學入門」、「認知科學導讀」、以及「創意與心理學」。李氏亦為古典音樂樂評、書評、以及普及心理與教育講者、作家；文章見於《明報月刊》和《南華早報》等，節目則可於香港電台收聽。網站為：www.drlouislee.com

Pushing the right buttons by Dr. N.Y. Louis Lee

he motivation of gifted individuals is paradoxical to say the least. Their intense passion at work leads to great achievements; yet, their lack of interest in matters not to their liking can also be remarkable. Many of the really gifted are well-known school dropouts – Einstein being the most famous. To help motivate gifted children achieve great things, one therefore needs to “work around” their mindset. In this piece, I shall share the motivational aspects of “giftedness”, drawing from my own experiences both as a “gifted individual” and as a teacher for gifted programmes. Disclaimers: no personal experiences are representative, and mine are no exception. If some of my views strike you as pompous or boastful, please understand they are not so intended. My goal is merely to show some perspectives from both sides of the fence – the mindset of gifted individuals, and that of their “handlers”. When I grew up, there was no Gifted Education – at least not in Hong Kong. Needless to say, there was no assessment of giftedness back then either, so I have never been formally classified as a gifted child. Yet, I have strong reasons to believe I would have been: my academic performance was exemplary, and psychometric test results in young adulthood

corroborated my superior cognitive functioning. When I was young, I resolutely refused to play with anybody whom I considered less smart. (Others, of course, didn’t like me for that.) Last but not least, I always felt that I was different and difficult (I probably still do). I have laughed at the notion of giftedness – not with contempt, but with much serious consideration. How vain and worldly the notion is, and what does it mean anyway? But then, to be fair to myself, I am different. Several pieces of (semi-)biographical work have moved me to tears. One is Steve Jobs’ famous 1997 advertisement film clip for Apple Computers entitled “Think Different” .1 Of course I am nobody compared to the geniuses mentioned in the clip, but they – and Steve Jobs the narrator – speak my language! Who cares how the rest of the world thinks! Another is KJ: Music and Life, an award-winning local documentary released in 2009. The hero, then-teenage prodigy

Nurturing the Gifted | Sep 2013 | Issue No.11

專題研習 Feature Article

The message is clear. Gifted individuals do not want to play your game. They want to play theirs. It is pointless to stop them, for they will find a way of their own somehow. Don’t slap any rule book at them. Go with their flow, and try to understand how they think and feel. “Uncover” their views and beliefs. While they may not think you are on a par with them intellectually, they do appreciate your understanding of how they work.

pianist KJ Wong, would scream at fellow schoolmates for not following his musical instructions and for not reaching his lofty musical standards. He held little regard for rules and social conventions, and while his schoolmates were all celebrating winning an interschool music competition that was arguably his own accomplishment, he stared at them with distinct coolness. He repeatedly said he cared nothing about money, and the thing he strived for was to live like a human being. It goes without saying that Wong has struck most people as arrogant, egoistic, pompous, outrageous, and so on – so much that one newspaper columnist went out of her way to berate this “spoiled, callous teenager”, who ought to have been grateful for the opportunities he has had in life. I was so incensed that I wrote a little on my own, with the following conclusion: “if Wong acted like a good boy according to popular demand, then he wouldn’t be a musician of potential, but rather just like somebody as average as the accusing columnist” .2 Several years ago, I felt so lonely and isolated that I suffered from depression. One of the books I turned to to find my strength was the contemporary Chinese classic, Fu Lei’s Home Letters, which contained the correspondences between the renowned translator Fu Lei and his pianist son Fou Ts’ong, the first Chinese to have won a prize in the Chopin Piano Competition in Warsaw in the 1950s. In the Letters, he wrote:

“An innocent soul does not know loneliness; when he is lonely, he will create a universe, and many friends at heart! One would never be left behind even at old age, if he always preserved his innocent soul, and he would always be able to meet, connect with, and embrace all other innocent souls in the world!” 3 How hard I cried when I read these lines. Fu Senior’s pioneering translations of the complete oeuvre of Honoré de Balzac and Nobel Literature Prize Laureate Romain Rolland’s seminal work Jean-Christophe won him legendary status in his field, yet his uprightness and outspokenness reduced him (and his wife) to committing suicide during the Cultural Revolution. Must those who strive for excellence and truth, who seek meaning in life, whose ferocious passion and utmost sincerity attract enemies of all sorts, suffer? “I have never let my schooling interfere with my education, ”thus spake Mark Twain. Groucho Marx offered something else,“ I refuse to join any club that would have me as a member. ” Then there was good old Steve Jobs, “A players like to work with A players, they just didn’t like working with C players.” 4

They tend to make life difficult for themselves. Protect them with an invisible hand, and ward off possible dangers to them: jealousy, labelling (of arrogance or anything of that sort), bureaucracy (they hate – no, absolutely detest – rules). Value their craziness without encouraging them further unnecessarily. When they appear unmotivated in a task, don’t force them to complete it. Try to understand what they think of the task (they may be beyond it!). Learn more about the task yourself, and subtly reveal its value and aspects of interest that they have not thought of. Never be surprised by how fast they learn and how much they know. Rather, challenge them with random questions and throw random ideas at them – nothing is too difficult. Let them consolidate ideas about a specific concept for you. As soon as they are interested in something, pursue it with them as much as you can. Break rules with them if needed! In my course on the psychology of thinking for gifted senior secondary school students, I once asked my students whether it was in fact possible to understand how others think completely, and if not, what the obstacles were. I was completely astounded by how much the students were interested in – and capable of – exploring topics on the philosophy of mind. We then spent over an hour discussing the limitations of psychological enquiry – on their first day of exposure to the field of psychology! We threw the syllabus to the wind (long

About the author:

N.Y. Louis Lee N.Y. Louis Lee is Founding Dean of Students, Wu Yee Sun College, and Assistant Professor, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong. He was schooled in Hong Kong until 17, when he was awarded a scholarship to attend Lester B Pearson United World College of the Pacific, Canada. He subsequently obtained his first degree at University College London, UK, and his MA and PhD at Princeton University, USA. He was a recipient of the annual APGA Teaching Award at Princeton University. He has been teaching courses for the Programme for the Gifted and Talented, The Chinese University of Hong Kong, in the past five years. In addition to his academic work in education and psychology, he regularly contributes to various media outlets including Radio Television Hong Kong, South China Morning Post, and Ming Pao Monthly, as music critic, book reviewer and, of course, educator and psychologist as well. His website is: www. drlouislee.com

may it fly), and had an incredible amount of fun. 1. A transcript of the advertisement is as follows. “Here’s to the crazy ones. The misfits. The rebels. The troublemakers. The round pegs in the square holes. The ones who see things differently. They’re not fond of rules. And they have no respect for the status quo. You can quote them, disagree with them, glorify or vilify them. About the only thing you can’t do is ignore them. Because they change things. They push the human race forward. And while some may see them as the crazy ones, we see genius. Because the people who are crazy enough to think they can change the world, are the ones who do. - Apple Inc”. See http://www.thecrazyones.it/spot-en.html for the original video clip. 2. See Jan 2011 issue, Ming Pao Monthly. The editor, of course, toned my conclusion down two notches. 3. Translation mine.

4. Isaacson, W. (2011). Steve Jobs, New York: Simon & Schuster, p.363. Nurturing the Gifted | Sep 2013 | Issue No.11

Nurturing the Gifted | Sep 2013 | Issue No.11

研究分享 Research Corner

在家培養資優兒的

學習動機

對

許多家長來說，激勵資優兒就像不可能的任務：他們總是對孩子的學業成績感到沮喪和迷惘，亦

家長的態度

有難以鼓勵資優兒完成家課或溫習課業的痛

家長的自我態度，特別是有關培育資優和學術事宜，

苦經歷。低學習動機令很多資優兒在學校成

可能是影響孩子學習動機的重要因素。很多家長認為

就偏低，使他們難以得到有意義的學習經

自決理論

歷；由於他們學習輕而易舉，他們對學校的

動機是一種心理特徵：人會受各種內部或外部因素

現，令資優兒活在控制的環境（Grolnick & Apostoleris,

學習挑戰不感興趣。有時，資優兒缺乏學習

影響而向理想目標邁進。自決理論（Self-determination

2002）。這些過度控制的家長會不惜使用任何方法

動機，是由於他們未能看到學業和自己的興

Theory, SDT）包含動機的廣泛分類，其中最主要三類

趣／目標之間的關係。因此，家長適切的指

分別是內在動機、外在動機和欠缺動機（Ryan & Deci,

導、支持和啟發是必要的；換句話說，家長的影響和家庭環境是提升資優兒學習動機的重要社會背景因素。

培養學習動機費時失事，他們可能自我投入子女的表

扶持自主的環境

令孩子完成課業（如獎勵、直接介入、表達負面情緒

2000 & 2002）。內在動機指受與生俱來的意願、興趣

根據自決理論，發展內在動機是基於三種人類基本的

時間管理、協助解決難題、鼓勵堅持、獨立和享受

或享受程度而從事行為，如資優兒因享受和好奇心而

心理需求，包括自主（渴望自我規範行為）、能力（渴

等）。誠然，扶持自主的家教肯定格外耗費心神，而

做家課／專題研習，就可被視為受內在動機推動。相

望與環境有效互動）和關聯（渴望與其他人連繫）。可

且不是人人都具備相關的心理質素可以做到，但它卻

反，外在動機指受外部因素影響而從事行為，如資優

以滿足這三種需求的社會環境，就稱為扶持自主的環

很有機會提升資優兒的學習動機，並帶來正面的學習

兒因害怕家長責罰而做家課。最後，欠缺動機指缺乏

境（Grolnick, Deci & Ryan, 1997）；而家庭就是典型的、

成果（Ryan & Deci, 2002）。

行為的意向，如資優兒拒絕做功課，是由於他們認為

有助提升資優兒內在動機的扶持自主的環境（Grolnick

這樣做沒有價值。

& Ryan, 1989; Grolnick, Deci & Ryan, 1997）。

等），而不是運用各種技巧來激發他們的求知慾（如

很多資優兒的家長對學校環境持消極態度。Garn （2010）訪問了 30 位資優兒的家長，他們反映學校課

一般而言，內在動機可帶來正面的學習過程及成果，

大部分內在動機的研究集中比較「扶持自主的環境」

程、作業和家課缺乏挑戰和毫無意義，擔心不能滿足

而外在動機則與拖延學習有關（Senecal, Koestner &

和「控制的環境」。大量的研究結果支持在扶持自主

資優兒的能力需求，因而窒礙他們的學習動機；尤有

Vallerand, 1995）。然而，內在動機是可以被外在動機

的環境中學習的學生有更大的內在動機、更多的好奇

甚者，有些家長甚至會調整他們的孩子在學校作業和

削弱的。數項研究指出，外在動機（如獎勵、懲罰、

心、更渴望接受挑戰、更能掌握取向、更樂於自我

家課的進度，但這種輕視教師權威和學校環境影響的

威迫、限期、壓力和期望等）明顯削弱或磨滅孩子的

探索，而不像在過度控制的環境的學生一樣，失去

態度，以及家長控制的干預卻會磨滅資優生追求學術

內在學習動機（Gottfried, Fleming & Gottfried, 1994）。

學習的主動性（Grolnick & Ryan, 1987; Grolnick, Deci &

知識的內在動機（Garn, Matthews & Jolly, 2010）。此

因此，提昇資優生的內在動機和避免外在動機至關重

Ryan, 1997）。不僅如此，Gottfried（1998）還指出激

外，教師與家長衝突亦可能對學生的成績造成負面影

要。此外，內化是重要的成長過程，因為它將外在規

發認知的家庭環境長期影響兒童由童年到早期青春期

響。根據自決理論，關聯是建立扶持自主的環境的重

範轉化為內在規範，並將它們整合，成為連貫的自我

（8-13 歲）的內在動機。事實上，即使在不同學校的

要支柱，故此家校合作十分重要，如教師定期家訪，

意識。換句話說，內化是指人的動機由欠缺動機／不

班級，扶持自主的家教和學習動機亦呈現正相關關係

就激勵資優兒學習動機的策略加強溝通，均有助減少

願服從，轉化為被動服從，然後再轉化為積極投入的

（Grolnick & Ryan, 1987）。總之，家長（家庭環境）對

教師與家長衝突，並得以最大程度激發資優兒的學習

過程（Ryan & Deci, 2000）。

Nurturing the Gifted | Sep 2013 | Issue No.11

提升資優生在家庭／學校的學習動機影響顯著。

動機。

Nurturing the Gifted | Sep 2013 | Issue No.11

研究分享 Research Corner

家長的方法和策略幾種家長常用在家中培養資優兒學習動機的方法（Garn, Matthews & Jolly, 2010），包括互動式教學（53%）、重構學習環境（70%）、將功課與興趣連繫（40%）和發展內化（47%）。重構學習環境是家長最常用的方法。他們提供必要的支持（如時間管理、指導、資源等），讓資優兒完成他

研究分享 Research Corner

總結綜上所述，資優兒的家長應緊記他們對激勵孩子的學習動機（無論正面或負面）影響顯著。家長應留意目前使用的方法／策略，區分扶持自主的環境與控制的環境，及使用有效和高效的方法以提升資優兒的學習動機。最後，學習動機並不一定與學

們的作業／家課。激發認知的家庭環境包括提供增長

術成就有直接的關聯。請緊記：儘管資

知識的經歷和以學習為本的學習機會，並引發學生享

優兒完成家課或獲取卓越的學業成績，

受學習的樂趣。此環境是由三種因素組成，包括家庭

他們可能由始至終都沒有學習的動機。因

對認知的支持、激發教育的環境特徵和家庭的社會風

此，促進資優兒更大的自決（內在動機和

氣（Gottfried, Fleming & Gottfried, 1998）。要為資優兒

內化）應是培養他們的動機的重要成長目

營造激發認知的家庭環境，家長可為他們訂閱不同類

標，因它將帶來理想和正面的學習成果。

型的雜誌或期刊，以保持其求知慾旺盛，並與他們談論政治和社會議題，甚至是知識話題，以提高他們對政治、知識及文化活動的興趣，又可帶他們到科學、歷史或藝術博物館參觀，讓他們有機會親身體驗及自我探索新事物。總之，提供激發認知的家庭環境是培養資優兒內在動機的其中一種最有效方法，特別是在童年到早期青春期（8-13 歲）期間。發展內化應在培養資優兒動機中佔上一席重要位置，儘管它未如其他方法般普及。可是，家庭／學校的學習活動（如考試、討論、小組作業、家課等）普遍在本質上並不是為滿足資優兒的興趣而設計的，所以它們有時很難能夠令資優兒竭盡所能完成家課和應付考試，導致不少資優兒學業成就偏低。因此，內化將動機由外在轉化為內在，對資優兒的成長過程格外重要。為有利於整合內化，Deci（1994）提出三種社會情境因素以支持接受外在規範，包括：（一）提供有意義的理由（如做某件事的原因，甚至當它不是有趣的時候）；（二）承認行為帶來的感受；（三）傳達選擇的可能性（如你「可以」做得更好，而不是「必須／應該」）。換句話說，資優兒的自決可因家長向他們說明完成作業／行為的原因、諒解他們的感受及因減少控制而使他們感覺良好而獲得扶持，從而使外在規範得以內化。

Nurturing the Gifted | Sep 2013 | Issue No.11

1. Garn, A. C., Matthews, M. S., & Jolly, J. L. (2010). Parental Influences on the Academic Motivation of Gifted Students: A Self- Determination Theory Perspective. Gifted Child Quarterly, 54(4) 263-272. 2. Grolnick, W. S., & Apostoleris, N. H. (2002). What makes parents controlling? In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research: Theoretical and pplied (pp. 161-181). Rochester, NY: Rochester Press. 3. Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in Children’s Learning: An Experimental and Individual Difference Investigation. Journal of Personality and Social Psychology, 52(5), 890-898. 4. Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154. 5. Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory (pp. 135-160). New York, NY: John Wiley. 6. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children’s academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104-113. 7. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children’s academic intrinsic motivation: A longitudinal study. Child Development, 69, 1448-1460. 8. Gottfried, A. E., & Gottfried, A. W. (2004). Toward the Development of a Conceptualization of Gifted Motivation. Gifted Child Quarterly, 48(2), 121-132. 9. Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-619. 10. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. 11. Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research: Theoretical and applied (pp. 3-36). Rochester, NY: Rochester Press.

Motivation

within the family

otivating gifted children is a challenging task for many parents, they may feel dismaying and bewildering about their gifted children’s academic achievement at school. Many parents find it difficult to motivate gifted children to get their homework or studies done. Low learning motivation could be one of the contributing factors to underachievement at school. Many gifted children do not find their school experience meaningful. They think that school learning is not interesting and not challenging because they learn quickly and easily. Sometimes, gifted children lack motivation because they do not see a connection between school work and their own interests/goals. Hence, appropriate parental guidance, support and initiation are necessary. In other words, parental influences and home environment are significant social-contextual factors that facilitate gifted children’s learning motivation.

Self-determination Theory Motivation is a psychological feature that arouses people to act towards a desired goal due to internal or external factors. Self-determination Theory (SDT) illustrates a comprehensive taxonomy of motivation, in which the three major categories of motivation are intrinsic motivation, extrinsic motivation and amotivation (Ryan & Deci, 2000 & 2002). Intrinsic motivation is a natural inherent pleasure, interest or enjoyment that implies engaging in behaviour. For example, gifted children who complete homework/project because of enjoyment and curiosity in a particular area of interest are said to be intrinsically motivated. In contrast, extrinsic motivation focuses on engaging in behaviour for external outcomes. For instance, gifted children do homework because of fearing parental sanctions for not doing it. Lastly, amotivation is the lack of intention to act, such as gifted children refuse to do homework because they find no values to do so.

Generally speaking, intrinsic motivation could lead to positive academic well-being outcomes, whereas extrinsic motivation could lead to academic procrastination (Senecal, Koestner & Vallerand, 1995). However, intrinsic motivation could be undermined by extrinsic motivation. Several research studies have shown that extrinsic motivation, like rewards, punishments, threats, deadlines, pressures and expectations significantly undermine or diminish children’s academically intrinsic motivation (Gottfried, Fleming & Gottfried, 1994). Therefore, it is essential to enhance gifted children’s intrinsic motivation and avoid using extrinsic motivators. In addition, the process of internalisation is important. Internalisation is a developmental process of transforming external regulations into internal regulations, and integrating those regulations into a coherent sense of self. In other words, internalisation describes the motivation changes of transforming amotivation/unwillingness to passive compliance and then to active personal commitment (Ryan & Deci, 2000).

Nurturing the Gifted | Sep 2013 | Issue No.11

研究分享 Research Corner

Parental attitudes

Autonomy supportive environment According to SDT, development of intrinsic motivation is based on three basic psychological needs: autonomy (desire to self-regulate behaviours), competence (desire to efficiently interact with environment) and relatedness (desire to connect with others). Social environment that can fulfill all these three needs is known as autonomy supportive envirnment (Grolnick, Deci & Ryan, 1997). Typically, home environment is an autonomy supportive environment that helps enhance gifted children’s intrinsic motivation (Grolnick & Ryan, 1989; Grolnick, Deci & Ryan, 1997). The majority of research on intrinsic motivation has focused on the issue of autonomy supportive envirnoment versus controlling environment. Various studies support that students who learn in autonomy supportive environment have greater intrinsic motivation, more curiosity, additional desire for challenge, more mastery-oriented, more likely to self-explore by themselve than those who are in an overly controlled environment, in which students lose initiative to learn (Grolnick & Ryan, 1987; Grolnick, Deci & Ryan, 1997). Furthermore, Gottfried (1998) showed that cognitively stimulating home environment has long term impact on intrinsic motivation from childhood to early adolescence (aged 8-13). In fact, there is a positive relationship between autonomy supportive parenting and learning motivation at different school levels (Grolnick & Ryan, 1987). In sum, parental influences (home environment) have a significant impact on enhancing gifted children’s learning motivation at home/school.

Nurturing the Gifted | Sep 2013 | Issue No.11

Self-attitude of parent towards nurturing giftedness and academic-related issues is a crucial factor that may influence children’s learning motivation. Many parents perceive that developing learning motivation is a timeconsuming and difficult process. These parents are likely to ego-involve in their children’s performance, in which they promote a controlling environment to gifted children (Grolnick & Apostoleris, 2002). These overly controlled parents might use techniques to get their children to complete homework (e.g. rewards, direct involvement, parental negativity), rather than using other techniques to motivate their intellectual curiosity (e.g. time-management, work with them on difficulties, encourage persistence, independence and enjoyment). No doubt that autonomy supportive parenting is time-consuming and requires psychological availability. However, it would be likely to foster learning motivation and bring positive academic outcomes for gifted children (Ryan & Deci, 2002). Some parents of the gifted have negative attitude towards school environment. Garn (2010) interviewed 30 parents of gifted children. They reflected that school curriculum, assignments and homework were not challenging and meaningless. They worried that the competence needs of their gifted children cannot be fulfilled, which may hinder their development of learning motivation. Some of these parents would even modify school assignments for their gifted children. However, this kind of parental involvement could de-emphasise teacher’s authority which could lower students’ intrinsic motivation for academic pursuits (Garn, Matthews & Jolly, 2010). Additionally, teacher-parent conflict may lead to a negative impact on students’ academic achievement as well. According to SDT, relatedness is one of the important elements in building up autonomy supportive environment, in which an effective partnership between school and home environment is needed. For instance, regular home visit by teacher, open communication with school teacher on personalised motivational strategies, etc, could reduce teacher-parent conflict and maximise the potential learning motivation of gifted children.

Parental approaches and strategies Various approaches are commonly used at home to develop the learning motivation of gifted children (Garn, Matthews & Jolly, 2010), such as interactive instruction (53%); restructuring the learning environment (70%); relating homework to interests (40%) and developing internalisation (47%). Restructuring the learning environment is the most common approach used by parents, in which they provide necessary supports to gifted children to complete their assignments/homework (e.g. time management, guidance, resources). Cognitively stimulating home environment can be conceptualised as encompassing intellectually enhancing experiences, through exposure to learning-oriented academics opportunities that stimulate students’ orientation toward enjoyment of learning. This environment is formed by three home-factors, namely cognitive support at home, environmental features on educational stimulation, and social climate in the family (Gottfried, Fleming & Gottfried, 1998). To provide the cognitively stimulating home environment to gifted children, parents may subscribe to different types of magazines or journals for their gifted children to sustain their intellectual curiosity needs. Parents may also talk and discuss political and social issues, even intellectual topics with their gifted children so as to enhance their interests in political, intellectual and cultural activities. In addition, parents may bring their gifted children to science, history or art museums, letting them have direct experiences and opportunities for self-exploration. In short, providing cognitively stimulating home environment is one of the most efficient ways to facilitate intrinsic motivation for gifted children, especially from childhood to early adolescence (aged 8-13).

Developing internalisation should be one of the crucial approaches to motivate gifted children, although it is not as popular as other motivating approaches. However, most educational activities in school/home (e.g. exam, discussion, group work, homework) are not designed to be intrinsically interesting to gifted children. Sometimes, it is difficult to motivate gifted children to work hard and do their best with homework and exam. This results in underachievement and it is a common issue among gifted children. Hence, the process of internalisation (i.e. transforming motivation from extrinsic to intrinsic) is developmentally important. To facilitate internalisation, Deci (1994) suggested three social-contextual factors, i) Providing meaningful rationale (e.g. reason of doing something, even it is not interesting); ii) Acknowledging the feelings result from behaviour ; iii) Conveying choice (e.g. you “are able to” do better, instead of “must/should”). In other words, self-determination of gifted children can be supported by explaining the reasons of requested task/behaviour, validating their feelings about it, feeling free and enjoyable due to less control so that regulation can be internalised.

Concluding remarks In sum, parents of gifted children should keep in mind that parental influences can have a significant impact (positive or negative) on their children’s learning motivation. Indeed, parents should pay special attention to their current approaches/ strategies, to distinguish autonomy supportive environment versus controlling environment and to provide an effective and efficient way to develop learning motivation for gifted children. Last but not least, learning motivation does not necessarily equate to academic achievement. It is important to remember that while gifted children get their homework done or obtain outstanding academic achievement, they may never be truly motivated to do so. More importantly, promoting greater self-determination (intrinsic motivation and internalisation) is the developmental goal of motivating gifted children, which leads to desired and positive learning outcomes.

Nurturing the Gifted | Sep 2013 | Issue No.11

專家分享 Professional Sharing

學習動力

何來

2 意義及興趣：

？

林克忠

除了自己的興趣外，智力上的刺激同樣重要。資優生抗拒重覆沉悶的課業，教師及家長可檢視他們的學習內容及課業是否具挑戰性及能否誘發高階思考及創意思維。與其要求資優生多做十條數學題，不如請他們找出不同計算方法，評鑑哪個較好，甚至請他們設計問題及擬定參考答案；與其要求他們多寫十句句子，不如請他們改寫故事，發揮創意。教師亦可以容許資優生選擇以不同表達方法呈交課業。

3 環境感知：讓資優生感受到支持、鼓勵及關懷。父母和教師的合理期望，配合一個製造成功感的環境，同時避免不合理的誇獎，可使資優生充滿自信，主動學習，朝向他們的理想邁進。多謝一位家長在本學苑舉行的家長「資」音人網絡聚會中，闡述如何運用這點激勵自己孩子重拾信心，積極學習，同時亦緩和緊張的親子關係。

香港資優教育學苑總監（教師專業發展及家長支援）

資優生懂得自學，不需家長和教師特別支援。你同意嗎？

讚賞可提升孩子動力，但又怕讚壞他們，怎麼辦？

很

多資優生的家長向我們反映，指出孩子明明天資聰敏，卻欠缺學習動力。學生缺乏學習動力，箇中原因各異，難以在這裏詳述。我們倒不如了解讓資優生充滿學習動力的因素：

1 自我效能感：即學習自信。以往成功經驗、目睹成功個案、朋輩氣氛及正面思想均有助增強自我效能感。有些資優生對己嚴苛，別人羨慕的九十分在他們心中卻是負十分的失落。沒有適時和仔細的回饋和鼓勵，累積的挫敗感會令他們洩氣。

讚壞與否，視乎稱讚技巧。稱讚或鼓勵，對資優兒而言，並不一定有助提升自我形象。尤其是有部份資優生，對自己有一定要求（但他們未必向成年人表達）。「你真捧！」、「好叻呀，繼續努力！」一類的稱讚，在資優兒心中只是沒大不了的客套話，他們甚至會覺得煩。家長則覺得明明稱讚了孩子，為何他們卻沒反應。資優兒需要的不是「行貨」讚賞，而是適時的稱讚及仔細的回饋。適時稱讚指在合適場地和盡可能在發現好表現時迅速嘉許，這點對現今社交網絡活躍的一群尤其重要。他們在面書或網上討論區發表意見，渴望即時的回應。仔細的回饋指給予具體的讚許，例如「你的文章用字精闢，故事內容人物描繪細緻生動……」、「這個project內容豐富，表達有條理及具創意，尤其是……」、「你能準確計算這些數學解難題目，而且表達運

方，亦應以「三讚一彈」原則，先予以讚賞，肯定資優兒的能力及在過程中付出的努力，然後引導他們反思並討論可改進的地方。看見一些家長欲以稱讚方式建立資優兒的自我形像，對孩子只是尚可的表現也誇大其詞，給予無上的褒揚，以為這就可以提升資優兒自信。但是，這些「誇讚」只是把成功的標準下調，跟他們的實際潛能及實際準則不乎，反而傳遞了錯誤的訊息。又遇過一些父母愛以物質獎勵孩子。這方式對孩子邁向中長線的目標，確實是個推動力，對成年人亦然，但是家長不應於短線的課業，也運用相同技倆，免得把做功課也變成交易籌碼。現今孩子多是「受軟不受硬」，但原來「施軟」也是一門學問呢！

算非常清晰，步驟鮮明。」就算要提出改進地參考資料： Siegle, D. (2004). Living up to their potential: Strategies for promoting achievement-oriented students. Gifted Education Communicator, 35(4), 31-35.

Nurturing the Gifted | Sep 2013 | Issue No.11

專家分享 Professional Sharing

What is the fuel for learning

？

Meaningfulness and interest:

Patrick Lam Hak-chung Associate Director, (Teacher Professional Development & Parent Support) The Hong Kong Academy for Gifted Education

“Gifted children, knowing how to learn by themselves, do not need special support from parents and teachers.” Do you agree?

any parents of gifted children tell us that their children are intelligent but lack the motivation to learn. There could be different reasons for different individuals. It is, therefore, hard to generalise for this group of gifted students. Why don’t we view the issue from another angle and consider what motivates gifted students to learn.

1 Self-efficacy:

Being confident in one’s ability to learn. Self-efficacy can be developed through past successful experience, witnessing successful cases, constructive peer influence and their own positive thinking. Some gifted children are very critical of their own achievements. While their peers admire them for getting 90 marks, they are disappointed for losing 10 marks. Without timely and specific feedback and encouragement, accumulated frustrations will make them feel discouraged.

Along with one’s own interest, intellectual stimulation is equally important in motivating gifted students. Many gifted children are reluctant to undertake repetitive tasks. Teachers and parents may review the current learning content and schoolwork in order to infuse more elements of higher order thinking and creativity. For instance, gifted students could be asked to suggest different ways of solving a particular mathematical problem and then recommend the best one, or to set questions with the steps of calculation as suggested solutions, instead of having drilling exercises for them. They could also develop creativity through re-writing a particular story, instead of just writing ten more sentences by using the same syntax. Teachers may also allow different formats of homework according to the students’ choice.

3 Environmental perception:

Let gifted children feel supported, encouraged and cared for. Reasonable expectations from adults, an environment for success and avoidance of exaggerated praises can develop confidence in gifted children to achieve any goal they set their mind to. I would like to send a heart-felt appreciation to a parent of our Academy’s Parent Peer Support Group who illustrated how she encouraged her gifted daughter to re-gain learning motivation and at the same time ease the tension in their relationship particularly through re-shaping the family environment.

Praise can motivate children, but I’m afraid they will become spoiled. What can we do?

Whether a child gets spoiled by praise depends on the technique of praising. For some gifted children, especially those who are perfectionists (they demand much from themselves but they may not tell anyone), praise or encouragement may not necessarily help improve their self-image. To them, compliments like ‘You are great!’, ‘Brilliant, keep going!’ are just meaningless words. Some of them may even feel annoyed. In return, parents question why their children show no response at all even though praise is given. What gifted children need is timely and specific feedback. Timely feedback refers to merits given in a suitable occasion as soon as good behaviour is observed. This is particularly important to the current generation who participate actively in social networks. They thirst for instant responses when they make a post on Facebook or discussion forums. Specific feedback refers to appreciation with precise comment, such as ‘The diction and wording of your piece of writing are very accurate, the characters are vividly depicted...’, ‘This project is rich in content and well-organised. The way of expression is creative, particularly in the section of …’, ‘You can accurately solve

these complex arithmetical questions with clear steps and logics.’ In order to make suggestions for further improvement, the principle of “3 positives before 1 negative” could be referenced. Recognise the ability of the children and most importantly the effort they paid first, followed with the guidance for reflection and discussion on areas for improvement. Some parents would like to build their gifted children’s self-image and confidence by giving out praise. Sometimes give their children the greatest honour even if they have only fair performance. In fact, the parents send a wrong message to their gifted children because the over-praise lowers the standards of success which mismatches the actual standards and the gifted children’s ability. Moreover, some parents like praising their children with material rewards. This is a means of motivation for children (even for adults) to accomplish mid-to-long term goals indeed. Parents, however, should not apply the same tactic to schoolwork (short-term goal). Otherwise, it will become a battlefield for bargaining. Most children nowadays prefer carrots to stick, but in fact, offering a “carrot” is still knowledge to be discovered!

Reference: Siegle, D. (2004). Living up to their potential: Strategies for promoting achievement-oriented students. Gifted Education Communicator, 35(4), 31-35.

Nurturing the Gifted | Sep 2013 | Issue No.11

家長園地 Parent Zone

如何推動資優生的積極性

在

我兩個兒子的成長路上，如何令他們在學習和生活中保持積極性，確實不是容易。我的大兒子Clayton今年十三歲，弟弟四歲，我和太太在陪伴他們成長的歲月中，看了一些書籍，也參加了不少教導孩子的課程，從中學習；始終教養孩子，在我們的心目中，從來都不是容易事，只有邊行邊學，邊試邊改。由於Clayton在學術方面有優秀表現，我們在跟他訂立目標的時候，會跟他一起討論，把目標訂得高一些、遠一點，但預計仍在他的能力範圍以內或超出他能力範圍一點點，這樣他既可以保持在完成目標時的成功感，亦可以維持一定的挑戰性，保留求知的熱情。由於目標定位於他能力的邊界處，在過程中的得與失之間，令他知道必須主動付出，才可以追求到自己想要的結果。共同訂立目標的好處是孩子為他也認同的目標努力，並非只是滿足別人的期望，才容易令孩子全力以赴。Clayton的校內數學成績出色，我便和他商討這方面的目標，訂為多參與校外的課程及比賽，得到名次固然成為他付出努力的成果，失敗了也令他可以認識自己的真正實力，明白到要更加努力。至於他參加的校外課程，是以有挑戰性及專門題目為學習目的，並不以年齡或就讀年級作規限，從而減小他學習上的預設框架。

How to motivate the enthusiasm of gifted child 他就曾經問我為甚麼他告發犯規的同學但老師卻沒有處罰同學，並提示他可以在小事情上放下執着，多考慮同學間之關係。我雖然明白及認同老師的觀點，但如何解釋這個灰色地帶的處理方法，一時之間也不懂如何解說，只有要求他先相信我們的決定及觀點，在多給我一些時間組織及思考，往後才再跟他解釋。我們基於互信，他才不會產生負面想法，甚至作出反叛行為。

適當的獎勵在我的孩子的成長中也是不可或缺的，我們會盡量令獎勵與金錢不連上關係，可以是在孩子全力以赴完成一些事情時以言語表達欣賞，或者是在一些事情上獲得更多的自主權。我們家中的模式是：孩子必須盡力做好自己的事情，才可能得到獎勵，通常他在約定時限前把工作做妥，餘下的時間，他可以自行安排自己喜歡的活動，不過，在大部份時候，他只會選擇玩電腦遊戲，始終這是他的最愛。

在Clayton表現比較弱的運動方面，最難保持他的積極性，因為他在這個範疇裏得到的挫折感比成功感多，付出的努力多但得到的正面成果小。這個範疇亦是他問得最多「為甚麼」的地方。我們會一起討論分析，令他知道自己的不足，建立適當的危機感，一起尋找方法，幫助他由問「為甚麼我做不好」變為「我需如何做才做得到」，把大目標分為多個小目標，焦點放於和自我比較中持續進步，欣賞他的勇於嘗試和毅力。Clayton是個文靜的人，雖然他不愛運動，但我們要求他每個周末都需要參加一些運動項目，以維持生活平衡，開始時，他選擇了做得比較好的乒乓球，兩年後，他改為選擇打得不太好的羽毛球，亦保持每星期最小參與兩小時運動的習慣直至現在。另一個例子是學習游泳，他用了連續一年多的時間，每星期一次到泳班習泳，才學懂基本游泳技巧及自由泳，明顯地他在這方面掌握得較慢，過程中他多次因為做不到教練的要求而在場內痛哭，在課堂完結後，他很失望的行出來，我們明白接連的挫折正在消磨他的積極性，我們把握這個機會給他支持及鼓勵，我們讚賞他在課堂上很努力，屢敗屢試，雖然仍未做到要求，但也沒有放棄繼續嘗試及練習。及後他的心情明顯轉佳，亦不抗拒繼續學習，終於他共用了兩年的時間，學會了四式泳術。

某些時候，有些事情會超越我們的能力控制範圍，但我們想減少對孩子的衝擊，令他們仍然保持正面的思想及積極的動力。這其實已是難題；如果其中涉及一些成年人的處事因素，就更難對孩子解釋清楚明白，令他信服，而這正是考驗我們和孩子的關係和互信的時候。我曾經有數次不懂解答孩子問題的經驗。那時候，我會對孩子承認有一些事情，我實在不懂如何解釋，但要求孩子在那一刻完全相信我們的決定，以後才再作解釋。曾經有這樣的一件事情在Clayton小學時發生，由於他是一個守規則但固執的孩子，小學時，

經過了這些年頭，和孩子在摸索中邊學邊改，雖然並非每一次都能找到有效的好方法，但Clayton 今天在各方面都仍保持很好的積極性，對未來的人生亦抱有期望。往後的路仍然漫長，相信他已擁有正確而正面的價值觀，而我們仍需一起學習，保持對事物的期待和積極態度。

Nurturing the Gifted | Sep 2013 | Issue No.11

realise challenges of keeping my two sons motivated in everyday life and study. My e lder son Clayton is now 13 and the younger one is 4. As they grow up, my wife and I have read many books and attended quite a number of parenting courses. We think it is no easy job to bring up children, and we have to learn and improve all the time. As Clayton performs excellently in studies, we usually discuss with him and set learning targets high but within or slightly above his capacity. As such, he is able to keep up his passion for knowledge while enjoying the success of achieving targets and overcoming challenges. As the targets are close to his limits, through trial and error, he is fully aware that he must work hard to reach the targets. Setting targets together enables him to go all out towards the targets he has accepted rather than simply meeting others’ expectations. Clayton excels in math, so I discussed with him his goals in this area. We agreed that he should attend more outside-school courses and competitions. A prize would represent a reward for his hard work, while a failure may wake him up to his weaknesses and urge him to work harder. He attends courses with specialised topics simply to take up new challenges and learn something that is not necessarily designed for his age or grade. This helps him break away from study stereotypes. Suitable rewards form a crucial part of Clayton’s growth story. I try to incentivise him in non-monetary ways. For example, we praise him orally for doing something well or give him more freedom of choice. In our family, he must do his utmost to earn rewards. He can do whatever he wants after he finishes work ahead of a given time. However, he usually chooses to play computer games. Anyway, that is his favorite. Things may get out of our control sometimes, but we try to minimise the impact on Clayton and help him think and act positive. Actually this is quite a challenge, and it is particularly hard to explain and convince him about the adult ways of thinking. This puts a big test on our relationship and mutual trust. Many times I could not answer his questions. On those occasions, I just admitted to him that I failed to give him an explanation but he had to trust me and I would explain it later. Back in his primary school days, as a well-behaved but one-track minded pupil, Clayton once asked me why

his teacher didn’t punish a rule-breaking classmate he had reported but instead urged him to let go of trivial things and get on well with his classmates. Although I fully understood and agreed with the teacher on this issue, I did not know how to get it across to my son. I asked him to trust me and give me more time to think about it before coming up with an explanation. Mutual trust has stopped him from thinking or acting negatively. Clayton is relatively weak in sports and it is hard to keep him motivated as he has experienced a raft of setbacks in sports despite hard work. He often questions his sporting ability. Through discussions and analyses, we help him realise his weakness and develop a sense of crisis. We then find a solution together and steer him away from asking “why I can't do well” to “how I can make it”. By dividing a big goal into smaller targets, we have shifted his attention to progress. We often praise him for his courage and willingness to try. Clayton is quiet by nature. Despite his dislike of sports, we urge him to play sports every weekend to balance life and study. He started with table tennis which he was relatively good at. Two years later, he switched to badminton, something he was not so good at. Now he is in the habit of exercising at least two hours each week. Take swimming as another example. He took one swimming class each week, and it took him more than a year to learn the basic swimming skills and freestyle. Obviously, he was rather slow in learning and he cried many times in class for failing to do as instructed by the trainer. Each time, he walked out of the swimming pool in great disappointment. We were fully aware that he had been disheartened by a string of setbacks. Therefore, we praised him for his perseverance and good efforts. Before long, he began to cheer up and managed to learn all of the four swimming styles in two years. I have been committed to learning and improving parenting skills over the years though I cannot always find an effective solution. Fortunately, Clayton remains highly proactive in many ways and optimistic about the future. There is still a long way ahead for him. I am confident that he has developed positive values and the right attitude. Yet, we still need to learn together and keep on taking things with an open mind.

Nurturing the Gifted | Sep 2013 | Issue No.11

「童」一天空 My Corner

Motivating learning motivation from gifted students

從資優生看學習動機郭加劭香港資優教育學苑學生成員（領導才能）

在

Kwok Ka-shaw Denis HKAGE Student Member (Leadership Domain)

我們的成長過程中，有不少事情都是由

我在學長團的工作中，推動後輩是其中重要的一環。

父母推動下完成。小時候，父母會用物

因為就算你現在把所有事情做得天衣無縫，如果未來

質上的獎勵推動小朋友，例如以食物推

沒有合適的人才接替你的工作，便會前功盡廢。我們

動小孩在考試中加倍努力，以爭取好成績。但是，隨

在每一次早會後都會有小型的檢討會，在短短的五分

着小孩年齡日漸增長，物質已很難再推動小孩，特別

鐘，推動各學長表達意見，從中增加在說話時的自信

是資優的兒童。那麼還有甚麼方法能推動小孩呢？在

心。學長團的幹事會在學期完結前對每名學長進行評

這一篇文章中，我會分享我的父母如何推動我的經

價，表揚他／她的努力之餘，也會給予一些意見，推

歷，及我如何推動別人的經歷，希望讀者們從中得到

動他／她在將來表現得更理想。最後，我們也會推動

啟發。

中四的學長參與資深學長的選舉，在選舉中完成不同

父母在我的成長過程中擔當着不可或缺的角色，特別

的任務，從中挑戰自己，增加對自我的理解。

是我的父親，經常推動我參與不同的活動。由小二

我分享了被推動和推動人的經歷後，讀者們有沒有發

起，爸爸已推動我參與童軍運動。我小時候十分內

現一樣十分關鍵的元素? 那就是溝通。作為領導才能

向，運動讓我結識到更多的朋友和增加與人溝通的機

資優的我，我很多時喜歡把事情放在心裏，也會自己

會。我爸爸是童軍總監，你可能會認為他會強迫我考

先進行判斷，不會親身感受才下定論。因此，作為資

不同的進度獎章及專章。可是，他給了我很大的自

優兒童的家長，透過和子女溝通，可了解他／她在學

由，只要我在童軍運動中尋找到樂趣，他已經滿足。

校的事情，並給予意見和推動他／她參與不同的活

他在兩年前推動我參與世界童軍大露營，起初我確實

動，這樣子女才不會那麼自我。這一種溝通是需要持

有點害怕，因為自己的童軍技能不太好。最後，我戰

續性，不是斷斷續續的。另外，和子女溝通的態度也

戰兢兢地參與了，得到了多不勝數的收穫。也許就是

是關鍵。我認為資優兒童是十分自我，若用強硬的態

他給予我的自由度和言語上的推動，讓我在成長中發

度命令子女去完成某些事情，只會弄巧反拙。家長所

掘出自己的興趣及才能，成為有領導才能的資優生。

需的是從溝通中給予子女支持，若子女堅持己見，應

除了童軍之外，爸爸也鼓勵我加入學校的學長團。在

和他／她分析利弊再作決定。

初中時，我非常膽怯，學長需要維持各級的秩序，對

其次，父母應推動子女參與更多的團體活動。以我自

我來說是很大的挑戰。還記得在學長團面試前一天，

己的經歷為例，我是加入了學長團後才激發自己的領

爸爸用了一整晚的時間教導我面試技巧，給了我無比

導才能，從中建立自信。此外，團體的活動能讓資優

的勇氣。最後我成功加入了學長團，三年後更成為了

的學生明白團體的重要。以童軍的小隊制度為例，每

首席學長。

個小隊成員都有自己的職責，有的負責財務，有的負

作為首席學長，我需要面對各種的壓力。特別在人際關係上，出現了不同的問題。在剛上任時，我抵受不了這些壓力，在家中哭了起來，開始有想放棄的感

責管理物資等。從中他們會明白很多事情需要團結才能夠完成，不能單憑自己完成，讓資優兒童不會那麼自我中心。

覺。然而，在和父親談天後，他給予我很大的支持，

最後，俗語有云：家家有本難念的經。每個家庭的

認為我盡了努力便可以，推動我繼續完成首席學長的

情況也不同，管教子女的方法也因家庭有所差異。

職務。最終，我成功完成了整個學期的工作，累積了

但我認為長期的溝通對資優子女來說是十分重要，

無數的經驗。

因為這樣能令他／她感受到父母的愛，父母才能更容易推動子女。所以，父母們從今天起放下手頭上的工作，尋找多時間和子女溝通吧!

Nurturing the Gifted | Sep 2013 | Issue No.11

n our growth, there were numerous occasions when parents motivated you to complete things/tasks. In childhood, parents may provide material incentives to motivate children, such as candies to motivate them work hard in exams. However, when children get older, it becomes more and more difficult for parents to use material incentives to motivate them, especially for gifted children. So what can parents do to motivate children? In this article, I will share how my parents motivated me and how I motivated others, hoping you can get inspired from my experience. My parents played a vital role in my personal growth; especially my father always motivated me to join various activities. When I was in primary two, I was motivated to join the scout. Before, I was an introvert, but through the scout activities, I made many friends and got more opportunities to speak. My father is a scout commissioner, so you may think that he would have forced me to obtain different scout badges and awards. Just the opposite, he gave me freedom and told me to enjoy the scouting experiences. Two years ago, he motivated me to join the world scout jamboree. At first, I was worried since my scouting skills were not perfect enough, but I finally did join the jamboree and gained a vast amount of memorable experiences. Thanks to my father’s motivation and freedom granted, I have developed my interests and abilities, and I also have become a gifted student in the leadership domain. In addition to scouting, my father also motivated me to join the school prefect body. When I was in junior high school, I was still not very active, not to mention maintaining the school discipline, which to me was a daunting task. As I remember, my father spent a whole night to teach me interview skills before the day of the prefect interview. Fortunately, I successfully joined the prefect team and even became the head prefect three years later. As the school head prefect, I needed to work under pressure, especially to maintain the relationship among prefects. At the beginning of my duty, I felt stressed, and I wanted to give up. However, after talking with my father, he gave me full support and motivated me to move on. As a result, I completed all my duties and gained many invaluable experiences.

In my opinion, motivating junior prefects is crucial because even though you may have done your work perfectly, you still have to find suitable successors to carry on the work in the future, otherwise it will be useless. After the daily routines, we would conduct an evaluation meeting to motivate prefects to speak more and increase their confidence. We would also conduct personal appraisal at the end of the school term in order to give opinions to the prefects and motivate them to do better. Lastly, we will motivate junior prefects to join the senior prefect promotion campaign. Through the campaign, they will face different challenges, and they will know more about their personality. After sharing my experience, could you find a feature that is consistent? The key is communication. I am a gifted student in the leadership domain, so I will only communicate with others about positive things, and I will think before act. As a parent of gifted student, you must communicate with your children more often in order to know what are happening in their schools and how your children feel. Moreover, you should give them opinions and motivate them to join different kinds of activities. As a result, your children may become less egocentric. This kind of chatting should be done more regularly and consistently, and your attitude is crucial. Gifted students are egotistic. If your attitude is unyielding, the result of discussion will be bad. Parents should show support and help your children to analyse the pros and cons of an issue through communication. Secondly, parents should motivate their children to join group activities. Take my experience as an example. I have developed leadership skills and increased confidence after joining the school prefect body. Also, group activities could let your children realise the power of teamwork. For instance, in scouting, we practice the patrol system and everybody has a duty. Somebody may be responsible for finance and others may manage the patrol gears. This may let your children realise teamwork is the key to success and become sociable. Last but not least, every family is unique and bears different kinds of children. However, I do believe long term communication is essential for gifted children as they can feel the loves and cares from you. Parents may feel easier to motivate your children afterwards. So let’s start to communicate with your children!

Nurturing the Gifted | Sep 2013 | Issue No.11

「童」一天空 My Corner

動機與我

Motivation and I

莊𠗕灝香港資優教育學苑學生成員（數學及科學）

Chong Chun-ho HKAGE Student Member (Mathematics and Sciences)

無

論在甚麼情況或環境下，動機都與我們同在。作為一種動力，動機對人來說是不可或缺的。資質平庸的人最終能出人頭地，是善用動機的成果﹔天縱之才最後成為失敗者，是缺乏動機的結果。所謂「天下無難事，只怕有心人」，我們在生活上遇到不少問題會阻礙我們做事的動機，但不應因此而停止進步的步伐。資優生是有着特別天賦的一群，不過他們很多時候也有一些麻煩的問題。資優生有時受這些問題困擾而失去做事的動機。這時候身邊人的支持最為重要。我以前曾經因為練習彈琴效果不理想而想過放棄，幸得父母的鼓勵，我才繼續努力，堅持不懈，達成自己的目標。我始終認為，即使有自發的動機也需要身邊人支持才能邁向成功。在學校不難發現，部分教師在校內特別受歡迎。這明顯是因為教師和同學溝通較好，而他們較多與同學互動和給予輔助；而且不難發現，受歡迎的教師教導某班時，該科目的學生平均成績確是上升了。由此可見，受歡迎的教師給了動力同學去努力，不讓教師失望（而我亦如是）除了學校方面，家長的鼓勵也是十分重要的。有了父母的支持，我會更有動力去完成我的目標。

otivation stays with us no matter what circumstances and situations: it is inseparable from the human beings. If an average person utilises his/her motivation properly, s/he may eventually stand out among his fellows; on the contrary, if a prodigy severely lacks motivation, s/he may ultimately become a loser. Nothing is impossible to a willing heart. In our daily lives, we have to encounter many difficulties that hinder us from accomplishing a goal and sway our motivation, but we should not stop moving on because of this.

正常人在一般情況下對他／她有興趣的題目會有更大動機。當完成自己訂立的目標時，我所得到的喜悅永遠超過完成一件別人給我的工作。有了自發性的動機去做事後，我所得到的成果超乎想像，亦能享受期間工作的過程，可謂一舉兩得。總結來說，動機能讓我們積極學習和工作。善用良好的動機，是邁向成功的捷徑。

Gifted persons are a group of people with exceptional talents, but sometimes, there are also troubles perplexing them. They will lose their motivation to tackle a task because they are perplexed by those troubles. Therefore, support from people around is extremely powerful. For instance, I once thought of giving up practicing the piano because the result was disappointing; fortunately, I have my parents’ support, so I can keep going and realise my goal eventually. Even with internal motivation, one still needs people’s support in order to succeed. It is not difficult to find some teachers who are especially popular at school. Obviously, it is because they can communicate with students effectively with more interactions and guidance, and it is not hard to see when a popular teacher teaches a class the overall academic

performance of that class will advance. From this, we can conclude that by not letting their teacher down, a popular teacher could be a source of motivation for students to work hard (and I am also one of them). Apart from teachers, encouragement from parents is also hugely beneficial. With their support, I am more motivated to achieve my goal. Generally speaking, an ordinary person has greater incentive to accomplish a task that s/he is interested. I will be more pleased with accomplishing a task if the goal is set by myself rather than assigned by others. If I accomplish a task with internal motivation, the result could far exceed my imagination, and I enjoy the process, to cut both ways. To conclude, motivation could let us learn and work proactively. Proper utilisation of motivation could lead to success.

成功 Success

動機

Motive

Nurturing the Gifted | Sep 2013 | Issue No.11

資源推介 What’s Recommended

活動花絮 Event Highlights

書名:

Why Bright Kids Get Poor Grades And What You Can Do About It: A Six-Step Program for Parents and Teachers (3rd edition)

出版社:

Great Potential Press, Inc.

作者:

Dr Sylvia Rimm

年份:

2008

ISBN:

0-910707-87-1

「為甚麼聰明的孩子會成績差劣？」是一個常常使教師和家長頭痛的問題。一些能力較強的孩子，甚至是資優的孩子，在學習上總是發揮不到真正的實力。作者作為家長、教師及心理學家，累積多年的臨床和研究經驗，在此書分享了很多真實個案和實用技巧，以及運用自創的「三焦點模式」，透過家長和教師合作的六個步驟，改變潛能未展孩子的行為、態度和習慣。書中談及的對象包括不同學習能力、年紀和背景的孩子。作者利用家長、教師和孩子的各種關係變化，描寫潛能未展的原因及影響。據作者解釋，這些關係可能在孩子年幼時已深深地改變了他／她對學習的看法，可見家長和教師更需小心留意在孩子前的一言一行，避免日後造成深遠影響。在親子關係上，作者特別提出一些建議給雙重特殊資優兒的家庭，例如：「很多潛能未展的特性其實在孩子年幼時已培養。孩子若自小已因資優、學習困難或身體不健康等原因而常常成為家庭中的焦點，會提高他／她成長時對家長和教師注意力的需求。」然而，過大權力也是潛能未展孩子的其中一項特質。這些孩子喜歡倚賴別人幫助以逃避完成任務的自身責任；當他們入讀中學時，他們和同學的獨立性和自主性會出現更明顯的差別。本書也談及教師和孩子的關係。作者認為潛能未展孩子常被誤以為是因不成熟、家長期望壓力、學習困難或情緒波動等原因才導致他們的預期目

香港資優教育學苑家長講座暨家長學堂證書頒授 The Hong Kong Academy for Gifted Education

Parent Seminar and Parent Education Programme Certificates Presentation

標和實際表現出現落差，作者解釋：「教導潛能未展孩子可能比一般孩子更費力，因為他們需要更多的鼓勵和肯定才會吸收課堂上的教導。所以，教師常用的教學法可能在他們身上未能奏效。」此外，資優兒也較容易出現潛能未展的情況。如果日常學習未能引起他們的學習動力，長期在此沒有調適的環境下學習會導致潛能未展。若家校溝通不足，甚或雙方持相反意見，更會令情況變得複雜，例如：家長認為教師應提供有趣和高層次的習作以滿足孩子的學習需要，但教師卻認為孩子在學校的表現未能充分反映他的過人之處，懷疑應否為孩子提供高層次的學習機會。這惡性循環妨礙很多潛能未展孩子的學習和長遠發展。當然，潛能未展可以改變。作者深信，潛能未展屬後天影響；學習新的代替行為，重新建立正面的學習態度和培養積極的學習模式，都有助於撇除潛能未展的特性。但讀者需要明白，作出這些改變的不只是孩子。教師和家長的參與也是不可或缺。作者利用自創的「三焦點模式」和其中六個步驟，包括評估、溝通、改變期望、識別、改善不足和家庭與學校的修訂，深入淺出地講解不同例子和方法供家長和教師參考，並提供一些實用貼士和知識錦囊，以配合書中特別提及的「成才十二原則」，讓讀者透徹了解箇中理念，並應用在日常與孩子的相處和培育上。

本學苑的「資優父母的挑戰」家長講座暨家長學堂證書頒授已於2013年7月13日圓滿舉行，是次講座共有60名家長出席，並有26名早前出席「家長學堂」活動的家長分別獲取基礎、中級、高級以及榮譽證書。我們很榮幸邀得香港大學社會工作及社會行政學系首席講師楊家正博士任主講嘉賓，並為家長頒授證書。此外，香港資優教育學苑院長湯敏思博士亦蒞臨致辭，並由學苑教育顧問冼可琳小姐及教育心理學家程永德先生介紹及回顧多元化的「家長學堂」活動及專業支援服務。是次講座家長反應踴躍，而講者亦為他們提供正面的回饋。

家長回饋 Parents' Feedback:

¢ 夫婦的關係對子女有很重要的影響。

¢ A couple’s relationship has a tremendously significant impact on their children.

¢ 透過出席此講座，我明白夫婦雙方在教育子女上要有溝通：關係融洽，就可以更加幫助子女；在溝通方面，則要認同和接受子女。

¢ Through attending this seminar, I understand that both spouses have to communicate on their children’s education: a harmonious relationship can be helpful to the children; recognition and acceptance are key elements of communication.

¢ 夫婦合作對教養資優兒至關重要。

¢ Cooperation of parents is vital to parenting gifted children.

¢ 夫婦應同心同德教育子女。

¢ A couple should share common goals to educate their children.

Synopsis “Why Bright Kids Get Poor Grades” is a book for both gifted and average children from preschool through college. Drawing on both scientific research and years of experience in gifted education, the author has developed a “Trifocal Model” to help parents and teachers to work together to get children back on track. The author describes a down-to-earth, empathetic and useful six-step programme, with practical advice, step-by-step examples and sample dialogue, to reverse the underachieved children’s behaviour, attitude and habit.

Nurturing the Gifted | Sep 2013 | Issue No.11

The Academy’s “ The Challenges of Gifted Parents” parent seminar and parent education programme certificates presentation was held on 13 July 2013. A total of 60 parents attended the event, among which 26 of them who had previously attended the parent education programmes were awarded the foundation, intermediate, advanced and honorary certificates respectively. We are honoured to have Dr. Yeung Ka-ching, Principal Lecturer of the Department of Social Work and Social Administration, The University of Hong Kong, to deliver the seminar and award the certificates. In addition, Dr. Stephen Tommis (Executive Director), Ms. Tiffany Sin (Education Advisor) and Mr. Victor Ching (Educational Psychologist) of the HKAGE introduced and reviewed the various parent educational programmes and professional support services. The seminar received an encouraging response from the participants and the speaker also gave them positive feedback.

Nurturing the Gifted | Sep 2013 | Issue No.11

活動花絮 Event Highlights

家長小組發展雙重特殊兒童的執行功能 Parents Group

家長小組 Sylvia Rimm 博士資優兒成才十原則（二）

Developing Executive Functioning Skills in Twice-exceptional Children 家長回饋 Parents' Feedback:

我認為與資優兒童溝通十分困難，因為他們有

我以前也有參與過類似的家長小組，但對於執行功能而言，沒有像這次的課程般能夠詳細講解。而且由於是小班教學，使我對課程更加了解和吸收。另外，程永德導師很細心了解各位家長的問題，會針對問題並逐一講解。即時已經超時放學，仍然會耐心解答。

自己的想法，而且非常堅持和固執，導致家庭常有衝突。而衝突的主要內容，正正是有關執行功能的問題。本課程有助我了解小朋友的特質，並提供了必須的幫助。但我希望可以提供更多與孩子有效溝通的方法。

Communication with gifted children is a daunting task for parents because the kids are strong-willed and quite insistent. It often leads to family conflicts that are centred around executive functioning. Thus, this group has helped me to better understand the characteristics of gifted children and provided practical assistance, although it would be even better if more methods of communication with gifted children have been provided.

總括而言，這課程教授了許多方法，有效改善小兒的執行功能。因為剛剛踏入暑假，所以我可以好好運用。 I have joined similar parent groups before, but none of them can be compared with this one in understanding executive functioning. It was in small class, so I could learn in great detail, and the speaker (Mr. Victor Ching) attentively addressed the parents’ concerns one by one until even after lessons. In sum, this group has taught me various methods for improving my kid’s executive functioning, and I can make good use of them during the summer holiday.

家長﹕陳太

家長﹕區錦貞

Parent: Anson

Parent: Au Kam-ching

日期、時間：

2013年5月8日（星期三）晚上7:30 - 9:30

地點：

香港新界沙田沙角邨香港資優教育學苑

導師：

香港資優教育學苑總監林克忠先生

參加者人數：

編號

問題

平均值

這次聚會的主題很適合我。

4.00

氣氛融洽，我能暢所欲言。

4.00

我能分享我在培育資優兒的喜與憂。

4.00

我從其他家長得到啟發、相關知識及技能。

4.00

我透過分享意見及經歷，與其他家長彼此建立。

4.00

小組舉行的地點很恰當。

3.67

小組舉行的時間很恰當。

3.67

平均值（Q1-Q7）

3.91

家長回饋 Parents' Feedback:

我聆聽到一間傳統學校面對的挑戰。

¢ 家長與學校的關係處理十分重要。 ¢ 讚美伴侶可使他／她與你合作管教子女。

我認為這個課程完全切合我的處境及需要。課

這是一個非常深入的家長小組，有助我檢討自己

程具有很強的學術理論，而且非常實用。讓我可以具體運用，達到預期的效果。課題亦具一般適用性，除了可有效協助子女外，亦對我自身的執行能力有幫助。

的家庭，包括家長和孩子，在執行功能方面的強與弱。它鼓勵我嘗試站在孩子的立場，而不只是有父母的看法。現在是時候讓我學以致用。

This group has fully addressed my situation and needs. It was highly academic but also practical. I could apply what I have learnt in real-life situations with expectable outcomes. The issues discussed in class also have a general applicability, helping not only my children but also myself.

It is a very in depth workshop which assist myself to review our family, including parents and kid, regarding our strength and weakness in the executive function. It encourages me to stand on my son's point of view rather than on parent’s view. And now, it is time for me to executive what I have learned.

家長﹕馮美鳳

家長﹕Chan Po King

Parent: Jenny Fung

Parent: Chan Po-king

Nurturing the Gifted | Sep 2013 | Issue No.11

¢ 父母需要有一致的觀點去處理與學校的關係。 ¢ 香港和台灣對資優教育有分別，原來香港屬起步階段。 ¢ 家長的互相分享很好。 ¢ 我明白（夫婦）一致性協調的重要性。 ¢ 我學會欣賞家人和學校。 ¢ 我明白聆聽子女心聲的重要性。

Nurturing the Gifted | Sep 2013 | Issue No.11

活動花絮 Event Highlights

學苑動向 Forthcoming Academy Events

Parents Group

Ten Rimm Canons of Achievement for the Gifted (II) 家長支援服務 Parent Support

Date and Time:

8 May 2013 (Wednesday) 7:30 – 9:30 pm

Location:

The HKAGE, Sha Kok Estate, Shatin, New Territories, HK

Facilitator:

Mr. Patrick H.C. Lam, Associate Director, The HKAGE

免費到校家長講座 Free-of-charge Outreach Parent Seminars

No. of Participants:

資優基本法 ABCs of Giftedness

2013 年 9 月至 2014 年 1 月

September 2013 – January 2014

如何培育資優兒 Nurturing the Gifted

Number

Question

Average

The topic is relevant

4.00

The atmosphere is welcoming and I can share freely.

4.00

I can share my happiness and worries of parenting gifted child with the group.

4.00

I have obtained insight, knowledge and skills from others.

4.00

I have supported others by sharing my thoughts and experience.

4.00

The venue of the workshop is appropriate

3.67

The starting time is appropriate

3.67

Average (Q1-Q7)

3.91

情意百寶袋 Affective Needs of Gifted Children 解開創造力之謎 Nurturing Creativity in Young Gifted Learners 高階思維 Higher Order Thinking

以校本形式提供 1.5 小時的講座，歡迎學校及機構致電 3940 0104 預約及查詢。A 1.5-hour school-based seminar will be provided. Schools and organisations are welcome to call 3940 0104 for details and appointment. 以同一辦學團體，或最少三間學校，或多於二百位與會者名義提出的申請，將獲優先考慮。 Priority will be given to applications by the same school sponsoring bodies; or a joint-school event; or an event with more than 200 participants.

同儕支援小組 Parent Education Programmes : Parent Support Group

對象 Target

舉辦日期 Date

Fee 費用

家長「資」音人網路（中學組） Parent Peer Support Group (Secondary)

所有對資優教育有興趣的中學生家長 Parents of secondary students who are interested in gifted education

每月第一個星期二（七、八月除外）晚上 7 時 30 分至 9 時 30 分 The first Tuesday of each month (except Jul and Aug) 7:30 – 9:30 p.m.

Free 免費

家長「資」音人網路（小學組） Parent Peer Support Group (Primary)

所有對資優教育有興趣的小學生家長 Parents of primary students who are interested in gifted education

每月第一個星期三（七、八月除外）晚上 7 時 30 分至 9 時 30 分 The first Wednesday of each month (except Jul and Aug) 7:30 – 9:30 p.m.

Free 免費

家長工作坊 Parent Education Programmes: Workshop

對象 Target

舉辦日期 Date

Fee 費用

與資優兒溝通技巧應用資優兒的家長 Practical Communication Skills with My Parents of gifted children Gifted Child

2013 年 9 月 7 日（星期六）上午 10 時至正午 12 時 7 Sep 2013 (Sat) 10:00 a.m. – 12:00 noon

100 HKD per head 每人港幣 100元

高階思維技巧 Higher Order Thinking Skills

資優兒的家長 Parents of gifted children

2013 年 10 月 26 日及 11 月 2 日（星期六）上午 10 時至正午 12 時 26 Oct and 2 Nov 2013 (Sat) 10:00 a.m. – 12:00 noon

200 HKD per head 每人港幣 200元

協助家長幫助他們的中學資優兒作職業生涯規劃 Assisting Parents on Helping Their Secondary Gifted Children in Career Planning

中學資優兒的家長 Parents of secondary gifted children

2013 年 12 月 7 日及 14 日（星期六）上午 10 時至正午 12 時 7 and 14 Dec 2013 (Sat) 10:00 a.m. – 12:00 noon

200 HKD per head 每人港幣 200元

家長回饋 Parents' Feedback:

¢ I listened to the challenges a traditional schools faced. ¢ Home-school collaboration is important. ¢ Praising your partner may make him/her cooperate in parenting. ¢ Parents needs to be consistent in dealing with schools. ¢ Hong Kong, compared with Taiwan, is still at the initial stage of gifted education. ¢ The parents’ sharing were good. ¢ I understood the importance of coordination. ¢ I learned to appreciate family members and school. ¢ I understood the importance of listening to children.

Nurturing the Gifted | Sep 2013 | Issue No.11

學苑動向 Forthcoming Academy Events

家長小組 Parent Education Programmes: Parent Group

對象 Target

舉辦日期 Date

Fee 費用

親子小組 Parent Education Programmes : Parent-child Parallel Group

對象 Target

舉辦日期 Date

Fee 費用

資優兒家長的壓力處理 Stress Management Group for Gifted Parents

資優兒的家長 Parents of gifted children

2013年10月19、26日及11月2、9日（星期六）下午 2 時 30 分至 4 時 30 分 19, 26 Oct and 2, 9 Nov 2013 (Sat) 2:30 p.m. – 4:30 pm

400 HKD per head 每人港幣 400 元

資優小學生（小一至小六）及其家長 Gifted primary children (P.1-P.6) and their parents

2013年9月3、10、17及24日（星期二）晚上 7 時 30 分至 9 時 30 分 3, 10, 17 and 24 Sep 2013 (Tue) 7:30 – 9:30 p.m.

加強家長輔導資優兒的技巧 Enhancing Parents' Counselling Skills with Their Gifted Children

資優兒的家長 Parents of gifted children

2014年1月3、10、17及24日（星期五）晚上 7 時 30 分至 9 時 30 分 3, 10, 17 and 24 Jun 2014 (Fri) 7:30 p.m. – 9:30 pm

400 HKD per head 每人港幣 400 元

資優兒及其家長的情緒管理（一般小學資優兒及其家長） Emotional Management for Gifted Children and Their Parents (for the general public)

400 HKD per head (Same fee for both parents andstudents) 每人港幣 400 元 ( 家長及學生同價 )

舉辦日期 Date

Fee 費用

資優兒及其家長的情緒管理（香港資優教育學苑學生成員及其家長） Emotional Management for Gifted Children and Their Parents (for The HKAGE student members and their parents)

資優小學生（小一至小六）及其家長 Gifted primary children (P.1-P.6) and their parents

2013 年 9 月 5、12、19 及 26 日（星期四）晚上 7 時 30 分至 9 時 30 分 5, 12, 19 and 26 Sep 2013 (Thu) 7:30 – 9:30 p.m.

400 HKD per head (Same fee for both parents andstudents) 每人港幣 400 元 ( 家長及學生同價 )

家長講座 Parent Education Programmes: Seminar

了解你的資優兒及培育資優策略 Understanding Your Gifted Child and Nurturing Gifted Strategies 資優兒的職業生涯規劃 Career Planning for Gifted Children

對象 Target

資優兒的家長 Parents of gifted children

資優青少年的家長（中一至中六） Parents of gifted adolescence (S.1 – S.6)

Free 免費

2013 年 10 月 3 日（星期四）晚上 7 時 30 分至 9 時 30 分 3 Oct 2013 (Thu) 7:30 – 9:30 p.m.

100 HKD per head 每人港幣100元

情意百寶袋 Affective Needs of Gifted Children

資優兒童的家長 Parents of gifted children

2013 年 10 月 18 日（星期五）晚上 7 時 30 分至 9 時 30 分 18 Oct 2013 (Fri) 7:30 – 9:30 p.m.

Free 免費

認識完美主義 Understanding Perfectionism

資優兒的家長 Parents of gifted children

2013 年 11 月 1 日（星期五）晚上 7 時 30 分至 9 時 30 分 1 Nov 2013 (Fri) 7:30 – 9:30 p.m.

Free 免費

培養你的孩子的創造力 Nurturing Your Child's Creativity

資優兒的家長 Parents of gifted children

2013 年 11 月 30 日（星期六）上午 10 時至正午 12 時 30 Nov 2013 (Sat) 10:00 – 12:00 noon

Free 免費

認識過度活躍資優兒 Understanding Gifted Child with ADHD

資優兒的家長 Parents of gifted children

2013 年 12 月 6 日（星期五）晚上 7 時 30 分至 9 時 30 分 6 Dec 2013 (Fri) 7:30 – 9:30 p.m.

Free 免費

高階思維（英語講授） Nurturing Higher Order Thinking (in English)

資優兒的家長 Parents of gifted children

2014 年 1 月 18 日（星期六）上午 10 時至正午 12 時 18 Jan 2014 (Sat) 10:00 – 12:00 noon

Free 免費

特別項目 Special Events

對象 Target

2013 年度家長會議 Parent Conference 2013

1. 資優生或高能力孩子的家長

舉辦日期 Date

2013 年 10 月 12 日（星期六）下午 1 時至 5 時 12 Oct 2012 (Sat) 1. Parents who are interested to 1:00 – 5:00 p.m. know more about learning opportunities for their gifted or high-ability children 2. 教育工作者和相關人士

2. Educators of high-ability students

2013 年 9 月 13 日（星期五）晚上 7 時 30 分至 9 時 30 分 13 Sep 2013 (Fri) 7:30 – 9:30 p.m.

Nurturing the Gifted | Sep 2013 | Issue No.11

上述活動資料以本學苑網頁內公佈為準。請登入學苑網站內的「家長園地」查閱詳情。網址：www.hkage.org.hk The above information provided is subject to confirmation. Please visit the“Parent Zone”of our website: www.hkage.org.hk for details. 諮詢及評估中心 Consultation and Assessment Centre Information

熱線電話 Hotline : 3940 0106 電郵 Email : consultation@hkage.org.hk

教師專業發展課程 Teacher Professional Development Programmes 2013 年 9 月至 2014 年 1 月

September 2013 – January 2014

專題講座 / 工作坊 Thematic Seminars or Workshops

Fee 費用

100 HKD per head 每人港幣100元

照顧個別差異（尤指資優/高能力學生）︰融入批判性思考策略於課程 Address Individual Differences (esp. Gifted/ High Ability Students): Embedding Critical Thinking Strategies in Regular Curriculum

中、小學教師 Primary and secondary teachers

2013 年 10 月 25 日（星期五）下午 2 時 30 分至 5 時 30 分 25 Oct 2013 (Fri)4:30 – 6:30 p.m.

培養資優生的學習動機 Motivate the Gifted Learners

中、小學教師、學生輔導教師、學校社工及駐校教育心理學家 Teachers, guidance teachers, school social workers and educational psychologists in primary and secondary schools

2013 年 11 月 21 日（星期四）下午6時30分至晚上8時30分 21 Nov 2013 (Thu) 6:30 p.m. – 8:30 p.m.

Infusing Creative Problem Solving in Regular Curriculum in Secondary Schools (Dr June Maker)

中學課程領導、科主任及教師 Curriculum leaders/subject panel heads and teachers in secondary schools

2014 年 1 月 16 日（星期四）下午2時30分至下午5時30分 16 Jan 2014 (Thu) 2:30 p.m. – 5:30 p.m.

Infusing Creative Problem Solving in Regular Curriculum in Primary Schools (Dr June Maker)

小學課程領導、科主任及教師 Curriculum leaders/subject panel heads and teachers in primary schools

2014 年 1 月 17 日（星期五）下午2時30分至下午5時30分 17 Jan 2013 (Fri) 2:30 p.m. – 5:30 p.m.

資優生的社交情意發展︰教育同工指南 Addressing Social and Emotional Development of the Gifted: A Handy Guide for Educators

中、小學教師、學生輔導教師、學校社工及駐校教育心理學家 Teachers, guidance teachers, school social workers and educational psychologists in primary and secondary schools

2014 年 1 月 24 日（星期五）下午 6 時 30 分至晚上 8 時 30 分 24 Jan 2014 (Fri) 6:30 p.m.– 8:30 p.m.

Nurturing the Gifted | Sep 2013 | Issue No.11

學苑動向 Forthcoming Academy Events

學生服務 Student Programmes and Services 2013 年 9 月至 2013 年 12 月課程名稱 Programme Title

培訓對象 Target

舉辦日期 Date

教師專業發展課程 Professional Development Pathways 資優教育基礎課程（網上學習：四個單元） Foundation Course in Gifted Education (Online Learning: 4 modules)

中、小學學校專業同工

資優教育進階課程：領導與管理（新辦混合學習模式：三個單元） Intermediate Course in Gifted Education: Leadership and Management (New Blended Learning Mode: 3 modules)

資優教育行政主管：建議由校長、副校長或獲委派的主任擔任此職務，專責管理校本資優教育的整體規劃。

Primary and secondary school practitioners

資優教育統籌主任：建議由課程發展主任、科主任或獲委派的主任擔任此職務，專責統籌著重提昇課程規劃與教學素質的校本資優培育計畫 GE Managers (principals, viceprincipals or delegated staff ) and GE Coordinators (curriculum leaders, subject panel heads or delegated members) in primary/secondary schools

全年任何時間 All year round

中學場次 Secondary session 1. Online learning 網上學習 2013年9月2日至10月16日 2 Sep to 16 Oct 2013 2. Face-to-face session 面授課程 2013年10月19日(星期六)上午9時至下午1時 19 Oct (Sat) 9 a.m. - 1p.m. 中小學場次 Primary and Secondary session（in English/ 英語講授） 1. Online learning 網上學習 2013年10月2日至12月5日 2 Oct to 5 Dec 2013 2. Face-to-face session 面授課程 2013年12月6日下午2時至6時 6 Dec (Fri) 2-6 p.m. 小學場次 Primary session 1. Online learning 網上學習 2013年10月2日至12月17日 2 Oct to 17 Dec 2013 2. Face-to-face session 面授課程 2013年12月18日(星期三) 下午2時至6時 18 Dec (Wed) 2-6 p.m. 中學場次 Secondary session 1. Online learning 網上學習 2013年10月2日至12月17日 2 Oct to 17 Dec 2013 2. Face-to-face session 面授課程 2013年12月20日(星期五)上午2時至下午6時 20 Dec (Fri) 2 - 6p.m.

上述各項活動資料以本學苑網頁內公佈為準。請登入學院網站內的「教師園地」查閱詳情。網址：www.hkage.org.hk The above information provided is subject to confirmation. Please visit the“Teacher Zone”of our website: www.hkage.org.hk for details.

Nurturing the Gifted | Sep 2013 | Issue No.11

人文學科 Humanities

網上學習課程 Online Learning Programme

講座 Talk

哲學基礎課程：公義的哲學 Introductory Course in Philosophy: Justice in Philosophy

英語本色 How Do you Mean

職業發展 Career Development

文化研究基礎課程 Introductory Course in Cultural Studies 小學場次 Primary session 1. Online learning 網上學習 2013年9月2日至10月16日 2 Sep to 16 Oct 2013 2. Face-to-face session 面授課程 2013年10月17日(星期四) 下午2時至6時 17 Oct (Thu) 2-6 p.m.

September 2013 – December 2013

心中有數 Taking Shape

中文創意寫作基礎課程 Introductory Course in Chinese Creative Writing 英文創意寫作基礎課程 Introductory Course in English Creative Writing

細胞深究 Deep Cells

領導才能 Leadership

國際關係 International Relations 創業工作坊 Entrepreneurship Workshop

個人成長及社交發展系列 Personal Growth and Social Development Series

公關大作戰 Take Me Seriously

腦基礎學習工作坊：開發大腦潛能 (高中組) Brain-based Learning Workshop : Empower Your Brain (Senior Class)

人體望聞問 Diagnose and Treat

職業萬花筒 : 你準備好了嗎 ? Career Kaleidoscope: Are you ready?

數學縱橫 Maths Extension Through Breath & Depth

尋找快樂的鑰匙 Find the key to Happiness

心理學一 Psychology I

個人成長及社交發展系列 Personal Growth and Social Development Series

心理學二 Psychology II 溝通與新媒體：今昔發展 Communication and New Media: From Now to Then

腦基礎學習工作坊：開發大腦潛能 (高中組) Brain-based Learning Workshop : Empower Your Brain (Senior Class)

數學 Mathematics

幾何學二 Geometry II

職業萬花筒 : 你準備好了嗎 ? Career Kaleidoscope: Are you ready?

數學燃動課程系列：代數 Maths Ignition Series: Algebra

複數與幾何 Complex Number and Geometry

尋找快樂的鑰匙 Find the key to Happiness

數學燃動課程系列：數論 Maths Ignition Series: Number Theory

化觀察為學問 Chem Is Try!

跨學科主題研習 Multidisciplinary Theme Based Learning

國際數學奧林匹克基礎班：第二階段 IMO Training Level I – Phase II

基礎軟體開發出 Basic Software Development Programme 化驗與數量化分析 Introduction to Analytical Chemistry and Quantitative Analysis

主題研習：創造論 V.S. 進化論 Theme based learning: Creationism and Evolution

領袖策略談判工作坊 Strategic Negotiation Workshop for Leaders

比賽 Competition

2013-14 資優天使 - 服務學習比賽 Gifted Angels – Service Learning Competition 2013-14

物理力學一 Physics I 物理力學二 Physics II

其他學習活動 Other Learning Activities

愛 . 社區 2013：第三擊 Student Community service group 第一屆學生會議：資優與創意 The first HKAGE Student Conference: Giftedness and Creativity 「良師益友」培研計劃 2013-14 Mentoring Scheme 2013-14

上述各項活動資料以本學苑網頁內公佈為準。請登入學院網站內的「學生園地」查閱詳情。網址：www.hkage.org.hk The above information provided is subject to confirmation. Please visit the“Student Zone”of our website: www.hkage.org.hk for details.

Nurturing the Gifted | Sep 2013 | Issue No.11

聯絡我們 Contact Us 假如你對本期《資優樂》的內容有甚麼意見或查詢，歡迎跟我們聯絡。 We always welcome feedback and enquiries on this issue of Nurturing the Gifted. Please do not hesitate to contact us. 學院網站 Website: www.hkage.org.hk 電郵 Email: ps@hkage.org.hk

「園外資音」網上討論區 E-forum 網址Website: http://hkage.org.hk/ps_forum

免費諮詢服務假如你想進一步認識資優教育；假如你對教導資優子女有任何疑問；假如你茫無頭緒，不知怎樣滿足子女的特殊學習需要:

Free Consultation Service If you want to know more about gifted education; If you have queries on parenting your gifted children; If you do not know how to cater for your child’s special learning needs:

書名 Book 《資優樂》Nurturing the Gifted 作者 Author 香港資優教育學苑家長支援部 Parent Support Division of the Hong Kong Academy for Gifted Education 編輯 Editorial 香港資優教育學苑家長支援部 Parent Support Division of the Hong Kong Academy for Gifted Education 出版 Publisher 香港資優教育學苑有限公司 The Hong Kong Academy for Gifted Education 香港資優教育學院有限公司 2013 年香港印刷。未經許可，不得轉載。

請致電或電郵與我們的教育顧問聯絡

Contact our Education Advisor at

香港資優教育學苑 The Hong Kong Academy for Gifted Education 香港新界沙田沙角邨 Sha Kok Estate, Shatin, New Territories, Hong Kong 網址 Website: www.hkage.org.hk 電話 Tel: (852) 3940 0101 傳真 Fax: (852) 3940 0201 電郵 E-mail: academy@hkage.org.hk

consultation@hkage.org.hk

《資優樂》可在本學苑網站下載。 Nurturing the Gifted is available on our website.

ISSN 2219-4746