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智力的定義

What is intelligence? Is intelligence really a definable word or is it just a word with numerous definitions and meanings? Is intelligence a fair way to measure the ability of students and eventually for you to use your perception of a child’s intelligence to determine his/her future? Is intelligence measurable, and if so, is there a fair way to measure intelligence? These questions are often left unanswered and untouched. Maybe because people really don’t know, or maybe because these questions taunt a number of people, yet no one wants to hear the answers for fear that it may be unfair or unjust.

So, what is intelligence? Intelligence is the ability to learn from experience, the ability to reason, the ability to use the correct tools to expand your knowledge, having the ability to think, possessing the ability to participate in and understand relationships, to have intuition, and finally to have the power of insight.

智力的定義及其四大因素

Intelligence is defined as the aggregate or global capacity of the individual to act purposefully, to

think rationally, and to deal effectively with the environment. The reason why intelligence is the aggregate or global capacity is that intelligence is not made up of independent abilities, but qualitatively different abilities and these abilities can only be measured by measuring various aspects of these abilities.

Four major aspects contribute to intelligence. The first is awareness. Awareness means that a person’s behavior is purposeful, not instinctive or reflexive. The second is goal or direction. People behave in meaningful ways. The third point is rationality. People usually act in a manner that is understood by others. The last point is value. Others perceive the behavior of an individual as being useful. Together these aspects make up another definition of intelligence.

個(gè)性化教育和有效學(xué)習(xí)

A problem often stressed is that our students are all very different. But almost all the curriculum approaches we have now (books and lectures) treat them alike. So it is not too surprising that existing computer learning material does the same. We need learning that is individualized to the needs of each student.

The key to achieving effective learning is to use the interactive capabilities of modern computers. If computer learning material is to consider and assist with individual student problems, it must be interactive, probing to find what the student needs help with and providing that help. Only highly interactive learning approaches can discover individual problems and offer relevant learning experiences. Little such material exists. But there is enough to show that we can prepare such material.

What we have so far in the way of computer learning material could best be described mostly as bits and pieces, small isolated components of material, seldom individualized. But full learning demands whole courses and full curricula, sizable chunks of material. Very few interactive courses have been produced.

孩子的教育

Children are very willing and enthusiastic about learning. All children are curious about the world around them and would like to explore all the possibilities that await them. Though all the students explore these ideas in different ways, all students should have an opportunity to explore and learn no matter what the level and learning style of the child. Information presented will gain the students’ attention and enhance the students’ learning process. Also, educators should be more

receptive to the fact that child learn a great deal form the interaction with their peers. Since this has a profound effect on the learning process, teachers should incorporate this into the classroom. This allows the students to develop verbal communication, critical thinking, and social skills.

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