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Issue No 3第三期

J U L 2 0 1 0

專業交流 :

蓋聶教授訪問

專題文章:

新加坡創意藝術計畫：指導具寫作天分的學生

才能發展

Contents目錄

23

Editors’ Note 編者的話

Professional Sharing 專業交流 An Interview with Dr. Françoys Gagné:

The Nature of Talent Development

才能發展 — 蓋聶教授訪問

Feature Article 專題文章 The Creative Arts Programme in Singapore: Mentoring the Verbally Gifted and Talented

新加坡創意藝術計畫：指導具寫作天分的學生Ms. Wong Fung-sing, Gifted Education Officer, Gifted Education Branch,

Ministry of Education, Singapore

新加坡教育部高才教育處高才教育事務員黄鳳星女士

Reflection 感言Talent Development

人才培育及發展Ms. Tang Sui-ying, Vice-Principal,

Tin Shui Wai Catholic Primary School

天水圍天主教小學鄧瑞瑩副校長

Recommended Resource 資源推介

Book Review 書評

News Bites 要聞剪影

Upcoming Events of the Academy 學院動向

What's New 最新消息

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稀有的寶石被人發掘後，仍需經過琢磨，才會散發璀璨耀目的光芒。這正如個人的天賦能力或潛能需經過適當的栽培及磨練，才可以逐漸發展起來，並達到卓越的水平。蓋聶教授 (Dr. Françoys Gagné) 提倡的「天資與才能的區分理論模式」正是要探討這種才能發展的過程。

本期《匯賢資訊》以「才能發展」為題，訪問了蓋聶教授對才能發展的見解。學校在發展學生不同潛能的過程中，除了提供合適的培育課程外，還可考慮安排良師啟導那些在某專門範疇或學習領域中充滿熱忱及具有過人潛質的資優生，讓他們透過與專家學者的互動及交流，學習探究知識的方法及求學的態度，本期的專題文章就此介紹新加坡一項指導具寫作天分學生的良師啟導計畫。本地方面，天水圍天主教小學鄧瑞瑩副校長在〈感言〉

中，分享該校發展學生不同才能的經驗。此外，〈資源推介〉介紹由香港教育局舉辦，旨在發揮及展現本地學生天賦和才能的比賽。

我們希望透過探討才能發展這個課題，加深大家了解發展資優生潛能及滿足他們教育需要的方法，以提供有助培育他們的學習環境，讓他們得以盡展潛能。

香港資優教育學院教師專業發展編輯組

Editors’ Note編者的話

A precious stone needs to be polished to

become a glittering jewel. Like gems, potential or natural

abilities (gifts) need to be appropriately nurtured and

developed before one can realise and achieve his/her

potential with excellence. The focus of the Differentiated

Model of Giftedness and Talent advocated by Dr. Françoys

Gagné is to explore this process of transforming one’s natural

abilities (gifts) into realised potential (talents).

In this issue of INSPIRE, we have interviewed Dr. Françoys

Gagné to share with us his views on the topic of talent

development. Apart from offering appropriate provisions for

gifted learners, schools might consider providing mentorship

programme for those who have demonstrated exceptional

ability and interest in a specific field or learning area. From

working closely with the field experts, students can learn from

them the ways of exploring knowledge as well as attitudes

and approaches towards learning. In “Feature Article”, a

mentorship programme in Singapore about guiding students

with exceptional potential in creative writing is presented. In

“Reflection”, Ms. Tang Sui-ying, Vice-Principal of Tin Shui Wai

Catholic Primary School shares the experience of her school

in developing students’ talents. In addition, we provide a brief

introduction to competitions in Hong Kong, organised by the

Education Bureau, for students to showcase their talents.

Examining the topic of talent development more closely, we

can know more about the various ways to develop gifted

learners’ potential and to cater for their various needs by

providing them a more conducive learning environment.

Editorial Team

Teacher Professional Development

The Hong Kong Academy for Gifted Education

Editors’ Note 編者的話 1

the case of intellectual giftedness, for example, an IQ of at

least 120 will place a person within that top 10%. For its part,

talent is defined as the outstanding mastery of systematically

developed abilities, called competencies (knowledge and

skills), in at least one field of human activity; there are

literally hundreds of occupational fields in which talents can

bloom (see Figure 1). Again, the criterion for the label ‘talented’

to be used is achieving among the top 10%.

These definitions from the DMGT allow me to rephrase the

initial definition of talent development as follows: talent

development is the progressive transformation of gifts into

talents. Gifts (G), talents (T) and the talent development

process (D) constitute the basic trio of DMGT components

(see the DMGT Figure). Gifts represent the ‘potential’ from

which talents will be progressively forged and honed. Said

differently, the talent development process uses gifts as the

building blocks of the skills that define a specific talent.

Are ‘gifts’ the sole prerequisite for the emergence of talent?

Dr. GagnéNot at all. The emergence of talent requires important

additional inputs. As shown in the DMGT figure, two groups

of catalysts will contribute to the talent development

process: intrapersonal characteristics (e.g. interests, needs,

personality styles, will power), as well as environmental

influences (e.g. the social environment, significant individuals

like parents, teachers, or peers, as well as educational

Talent Professional Sharing 專業交流

Dr. Gagné, how should we define talent development?

Dr. Gagné

The definition of talent that I believe most experts in the

field would agree with looks like this: talent development

is the progressive transformation of outstanding potential

into outstanding achievements. Of course, the definition

has to be very general in order to maximise agreement. This

definition means that some form of outstanding potential, or

aptitude, is a prerequisite for outstanding achievements. On

the other hand, even with mountains of practice, many young

people will never reach high achievements. Most of them will

certainly become competent in some field of occupation,

but they will not emerge among their peers as exceptional

achievers.

An Interview with

Dr. Françoys Gagné:

Could you elaborate on your own theory?

Dr. Gagné

I will put aside general agreement and bring in my own theory

of talent development, called the Differentiated Model of

Giftedness and Talent (DMGT)1. Within the DMGT, giftedness

is defined as the possession and use of outstanding natural

abilities, called gifts, in at least one ability domain; these

gifts are grouped into 6 domains (see Figure 1). To be labeled

gifted, a person needs to perform among the top ten percent

(10%) of his/her age group on a valid ability measure. In

2

The Nature of

Q1:

Q2:Q3:

In this issue, Dr. Françoys Gagné, a leading expert in gifted education, shares his views on talent development. He believes that talent development is the progressive transformation of outstanding potential into outstanding achievements.

Talent Professional Sharing 專業交流

provisions). Together, these elements will contribute to

the emergence of talented achievements. Of course, these

influences will vary in degree from one person to the next.

Note that many elements are not under the complete control

of talentees [The neologism ‘talentee’ means any person

actively involved in a talent development process, whatever

the field]. Chance plays a significant role in that process;

for instance, talentees do not control the genetic heritage

received from their parents, nor the social and psychological

environment in which they are raised.

How does talent development process differ from other developmental processes?

Dr. GagnéMy survey of the talent development literature, especially in

arts and sports, brought me to propose the following ‘process’

definition. Talent development (TD) is the systematic pursuit

by talentees, over a significant period of time, of a structured

programme of activities aimed at a specific excellence goal.

Thanks to its broadness, this definition fits any type of talent

development situation. But, readers of this publication are

educators involved in the Pre-primary to Senior Secondary

school system. For them, talent development in arts or sports

has probably less significance than the more specific case of

academic talent development (ATD). For that specific case,

the above definition becomes: Academic talent development

(ATD) is the systematic pursuit by academic talentees, over a

significant number of years, of an enriched curriculum aimed

at a specific academic excellence goal.

From this definition, we can extract 6 constituent elements

of a quality ATD programme; together, they summarise

the essence of the DMGT’s ATD model. (1) An enriched

curriculum/training programme; (2) A clear and challenging

academic excellence goal; (3) Selective access criteria; (4)

Systematic and regular practice over at least a few years;

(5) Regular performance-based assessment of progress; (6)

Personalised pacing.

The first defining characteristic—an enriched curriculum—

targets the Pre-primary to Senior Secondary curriculum. It is

that specific curriculum that must be enriched, and on a daily

basis for academic talentees to experience regular learning

challenges. Any type of intervention, what we commonly

call ‘gifted programme,’ that does not systematically enrich

the regular curriculum cannot receive the DMGT’s ATD label.

Enrichment in density, also called condensation or curriculum

compacting, serves as the pedagogical core of that special

curriculum. Talent development specialists should prioritise

it over other forms of enrichment because it offers the most

relevant response to giftedness’ trademark, namely ease and

speed in learning.

The second defining characteristic—long-term excellence

goal—must be established far away enough in time to

necessitate substantial talentee investment. Consequently,

it excludes popular activities like a one-off summer camp,

ad-hoc pull-out interest classes, or weekend enrichment

3

Development

Q4:

activities. It must be a normative goal in the sense that it

exceeds the level of academic excellence typically expected

within the regular curriculum. Indeed, achieving high marks

within the regular classroom has nothing to do with academic

talent development; most intellectually bright students can

reach that goal much too easily.

The first two defining elements lead directly to the third one

— limited access. Because of its enriched curriculum and

high excellence goals, academic talent development requires

outstanding learning abilities, the DMGT’s top 10% threshold

on any valid measure of the targeted ability.

The fourth element — regular learning and practice —

reminds us that an enriched curriculum must propose real

intellectual challenges on a daily basis. Vygotsky’s concept of

zone of proximal development2 aptly conveys the need to

maintain students’ pace at the cutting edge of their learning

capacity, not too slow to force them to idle regularly nor

too fast to create feelings of helplessness.

The fifth characteristic addresses the crucial question of

feedback. Regular formative and summative academic

assessment will allow talentees and their teachers to

ascertain adequate progress towards the predetermined

Professional Sharing 專業交流4

Figure 1. The updated Differentiated Model of Giftedness and Talent (DMGT 2.0). (Reprinted with permission)

CHANCE (C)

ENVIRONMENTAL (E)

MILIEU (EM) Physical, cultural, social, familial INDIVIDUALS (EI) Parents, family, peers, teachers, mentors PROVISIONS (EP) Enrichment: curriculum, pedagogy (pacing) Administrative: grouping, acceleration

2008

NATURAL ABILITIES

INTELLECTUAL (GI) General intelligence (‘g’ factor) Fluid, crystallized reasoning Verbal, numerical, spatial (RADEX) Memory: procedural, declarative

CREATIVE (GC) Inventiveness (problem-solving) Imagination, originality (arts) Carroll’s ‘retrieval fluency’

SOCIAL (GS) Perceptiveness (manipulation) Interacting: social ease, tact Influence: persuasion, eloquence, leadership, courting, parenting

PERCEPTUAL (GP) Vision, hearing, smell, taste, touch, proprioception

MUSCULAR (GM) Power, speed, strength, endurance

MOTOR CONTROL (GR) Speed (reflexes), agility, coordination, balance

DOMAINS

GIFTS (G) = top 10 %

PH

YS

ICA

LM

EN

TA

L

CA

TA

LY

ST

S

DEVELOPMENTAL PROCESS (D)

PHYSICAL (IF) Appearance, handicaps, health

MENTAL (IP) Temperament, personality, resilience

AWARENESS (IW) Self & others; strengths & weaknesses

MOTIVATION (IM) Values, needs, interests, passions

VOLITION (IV) Autonomy, effort, perseverance

GO

AL

-M

AN

AG

EM

EN

TT

RA

ITS

INTRAPERSONAL (I)

COMPETENCIES

ACADEMIC (TC) Language(s), maths, sciences, humanities,vocational

TECHNICAL (TT) Transport, construction, crafts, manufacturing, agriculture

SCIENCE & TECHNOLOGY (TI) Engineering, medical, social

ARTS (TA) Creative, performing Applied: visual, written, spoken

SOCIAL SERVICE (TP) Health, education, community

ADMINISTRATION/ SALES (TM) Management, marketing, protection, inspection

BUSINESS OPERATIONS (TB) Records, financial, distribution

GAMES (TG) Video & card, chess, puzzles

SPORTS & ATHLETICS (TS)

FIELDS

TALENTS (T) = top 10 %

R

I

A

S

E

CACTIVITIES (DA) Access Content Format

PROGRESS (DP) Stages Pace Turning points

INVESTMENT (DI)Time MoneyEnergy

References:Gagné, F. (2003). Transforming gifts into talents: The DMGT as

a developmental theory. In N. Colangelo and G.A. Davis (Eds.),

Handbook of Gifted Education (3rd ed., pp.60-74). Boston: Allyn

and Bacon.

Gagné, F. (2004). A Differentiated Model of Giftedness and Talent.

Retrieved May 31, 2010, from http://www.tki.org.nz/r/

gifted/reading/theory/francoys-gagne_e.php

Notes:

1 For additional information of the DMGT, you may refer to an article entitled “Building gifts into talents: Brief overview of the DMGT 2.0” . Retrieved May 31, 2010, from

ht tp ://www.nswagtc .org . au/images/stor ies/ infocent re/dmgt_2.0_en_overview.pdf

2 “Zone of proximal development” refers to a term developed by a Russian child psychologist Lev Vygotsky. It describes the distance between the actual developmental level of a child as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.

Professional Sharing 專業交流 5

academic excellence goal. Talentees should know regularly if their

learning pace matches, falls behind, or exceeds expectations.

Finally, even in a group of talentees of a certain domain, you still have

to cater for the individual differences within the group as many studies

have clearly shown the large learner diversity in acquiring knowledge

and skills between mildly talented students and their exceptionally

talented peers. Consequently, those who progress significantly faster

than peer talentees should be allowed to learn at their own pace. In

the west, there is overwhelming scientific support for all forms of

accelerative enrichment (see the ‘nationdeceived.org’ website).

才能發展的定義是什麼呢?

蓋聶教授我認為大多數資優教育的專家均會認同以下這個定義：

「才能發展」泛指將優厚潛質逐漸轉化為卓越成就或表現的歷程；而優厚的潛質或性向特質是轉化為卓越表現的不可或缺的條件，但單憑天賦潛能却又不足以令才華盡展。有些年青人雖然在某範疇艱苦經營，也可能未能成功地在該範疇中取得最出色成就。

你可否詳述你所提出的理論？

蓋聶教授我就用本人的「天資與才能的區分理論模式」（簡稱DMGT模式 2）解釋一下才能發展的理論。根據DMGT

模式，「資優」(giftedness)的定義是至少於一個能力範疇裏，擁有比同輩優厚的天賦能力或潛能 (gifts)，並加以運用 (見頁四DMGT附圖 )。資優人士就是指具有某種天賦能力的人，他們在其所屬的年齡組別裏被評定為最優秀的 10%的人士；「才能」(talent)是指精通至少一個範疇的知識與技能，而能夠在該範疇中取得最出色成就的 10%的人士才稱得上有才能；而「才能發展」的歷程中，天賦能力是發展某種特殊才能的基石，需經過適當的栽培及磨練，潛能逐漸得以發展，並達到特定的卓越水平。

Professional Sharing 專業交流6

問2:

問1:Dr. Françoys Gagné,

a French Canadian from Montreal, Quebec, obtained his

Ph.D. in Educational Psychology from the University of

Montreal. He has spent most of his professional career in

the Department of Psychology at l’Université du Québec

à Montréal (UQAM). He is also recognised internationally

as a leading authority and scholar on gifted education.

Dr. Gagné has won major awards in the field of gifted

education including the NAGC’s prestigious Distinguished

Scholar Award (1996) and two awards from the Mensa

Society. Although retired from his UQAM professorship

since 2001, Dr. Gagné maintains international publishing

and keynoting activities. He is best known for his

Differentiated Model of Giftedness and Talent (DMGT),

which has been endorsed by various educational

authorities as their framework to define their target

population and plan intervention provisions.

弗朗索瓦 · 蓋聶教授法裔加拿大籍的知名資優教育權威學者蓋聶教授，於加拿大蒙特利爾大學獲取教育心理學的博士學位，其後在魁北克大學蒙特利爾分校心理學系工作多年。蓋聶教授在資優教育方面屢獲殊榮，其中包括「美國全國資優兒童協會」的傑出學者獎（1996年）以及「門薩學會」的兩個獎項等等。蓋聶教授已於2001年退休，但他仍繼續於世界各地發表文章，並出席各項主要活動。蓋聶教授的

「天資與才能的區分理論模式」Differentiated Model

of Giftedness and Talent (DMGT)獲眾多教育界的權威人士認同，並採納為鑑定資優對象及擬定培育方案的參考標準。

蓋聶教授 (Dr. Françoys Gagné) 於本期的《匯賢資訊》與大家分享他對才能發展的見解。他認為「才能發展」是一個將優厚潛質逐漸轉化為卓越成就或表現的歷程。

統地參與一些長期的增潤課程，以達到特定的卓越學術表現」。這個定義衍生出六種「學業才能發展」課程的組成元素及精髓。它們分別是：

• 提供增潤課程或培訓計畫；• 擬定清晰及具挑戰性的卓越學術成就目標；• 定下甄選標準；• 長期接受有系統及有規律的學習和訓練；• 定期評估學習的表現及進度，並給予具建設性的

意見；以及• 因應個人情況調整學習進度。

「天資」是不是發展才能的唯一先決條件？

蓋聶教授不是。在才能發展的過程中，除了天資以外，我們還需要其他重要因素配合，那就是內在因素（例如興趣、需求、性格、意志力）以及環境因素（例如社會環境、父母、師長或朋友等重要人物的影響）。這些因素對發展才能的影響因人而異，當中還涉及「機會」(Chance) 這個關鍵變數，例如父母的遺傳基因，以及我們成長中身處的社會環境等。

你所提出的才能的發展過程，跟其他成長發展過程有什麼分別？

蓋聶教授根據眾多研究才能發展的文獻，尤其是藝術及體育方面的研究文獻，我對才能的發展過程作出了以下的定義：

「才能發展是指具優厚天賦潛能的人於一段時間內接受有系統的專門培訓，以達到特定的卓越水平」。

這是個廣泛的定義，適合任何種類的才能發展情況。根據這個廣泛的定義，DMGT模式的「學業才能發展」(Academic Talent Development, ATD) 是指「學習者有系

才能

Professional Sharing 專業交流 7

蓋聶教授訪問摘要1

問3:

問4:

註 1：以上訪問摘要的英文全文見頁二至五。

註 2： DMGT模式的詳細內容，可翻閱英文全文的DMGT附圖及以下網址 http://www.nswagtc.org.au/images/stories/ infocentre/dmgt_2.0_en_overview.pdf

發展

Mentorships2 are more commonly offered to those highly able or gifted youths as a form of enrichment to the core curriculum in school.

Mentoring the Verbally Gifted and Talented1

Feature Article 專題文章8

Wong Fung-sing3

Gifted Education OfficerGifted Education Branch

Education Programmes DivisionMinistry of Education, Singapore

A 14-year old boy with a deep passion for writing poetry hurries after

school to the National University of Singapore (NUS). He races by

familiar red-brick walls, skips up a staircase in the English Language and

Literature department, pausing to arrange himself neatly before the door of a well-

known NUS literature professor. He knocks, enters, and is welcomed warmly by

the professor who is expecting him. The professor knows this boy – his writing,

friends and personal interests – through reading his writing as well as their many

discussions together, both online and in person. For this meeting, she has carefully

read his recent crop of writing – 3 new poems, and has her feedback ready for

him. For the next hour, the boy and his mentor plunge into a deep conversation of

iambic pentameters4, metaphors, enjambments, social issues, personal philosophies,

famous poets and favourite works. A complex world of literary writing unfolds

before the boy – a world he would not have the chance to explore in such depth

and breadth in school. The professor and the boy have been brought together

through a nine-month Mentorship Attachment under the Creative Arts Programme

(CAP), but the joy and insights gained from their explorations together will last

many years beyond the nine months, not only for the boy, but also his mentor.

The Creative Arts Programme, o r g a n i s e d b y t h e G i f t e d Education Branch, Ministry of Education (MOE), Singapore, has been nurturing talented young writers for over 20 years. It commemorated its 20th Anniversary in 2009. The programme comprises two key components : a 5 -day residential seminar that hosts an ave rage o f 1 50 pup i l s between the ages of 13 and 17 from schools across Singapore, followed by a 9-month long mentorship attachment for those ident i f ied as more motivated and able from the participants of the residential seminar . Recogn i s ing the special needs of the gifted and talented, the programme seeks to offer enrichment in the specific area of creative writing in ways that are not ordinarily provided by schools.

The Creative Arts Programme in Singapore:

Notes:

1 Some of the ideas and research in this article appeared earlier in the Gifted Education Branch’s newsletter, The ExChange, in an article entitled “Mentorships for High-Ability and Gifted Learners: Lessons from the Creative Arts Programme (CAP)”. The CAP is jointly organised by the Gifted Education Branch, Ministry of Education, Singapore and the University Scholars Programme (USP), National University of Singapore. It comprises a Creative Arts Seminar and a Mentorship Attachment. More information is available at http://www.gebsp.moe. gov.sg/CAP/index.htm

2 More information about “mentorship” could be found in: Clasen, D.R. & Clasen, R.E. (2003). Mentoring the gifted and talented. In N. Colangelo, & G.A. Davis (Eds.), Handbook of gifted education (3rd ed., pp.254-265). Boston: Allyn & Bacon.

3 The writer, a curriculum specialist with the Gifted Education Branch, is the Coordinator of the CAP for 2010.

4 “Iambic Pentameter” is a commonly used metrical line in traditional verse and verse drama. The term describes the particular rhythm that the words establish in the line.

Feature Article 專題文章 9

Aims and ObjectivesThe CAP aims to:

• expose participants to local literature

and other forms of art.

• enable participants to understand

and appreciate the local, regional and

global literature scene.

• p rov ide par t ic ipants wi th the

opportunity to pursue their interests

as well as learn and work together

with like-minded peers.

• p r o v i d e t h e o p p o r t u n i t y f o r

participants who show commitment

and potent ia l in wr it ing to be

mentored by a published author.

• instill in participants a sense of the

writer’s responsibility to society and

the impact of the written word on

the well-being of others.

The CAP has grown over the years to

include in its focus not only creative

writing skills , but socio-affective

competencies as well, such as nurturing

a sense of social responsibility. Casey

and Shore (2000) report that “mentoring

literature highlights the link between

the basically academic process of

imparting knowledge and skills, and the

need to provide guidance toward the

life to follow” (p. 229). Therefore, a key

objective of the CAP is to highlight to

pupils the power of a writer’s ability to

change society for the better. At the

CAP, this is done through the example

of socially-responsible writers who

are invited to share at the residential

seminar, as well as through discussions

centered on a theme selected each year

for its potential personal and social

significance.

Mentorship Attachment: Selection of Participants The research literature on mentorship

for g i fted and talented chi ldren

says that not every child who does

well in school would benefit from a

mentorship. What qualities should

teachers look out for in selecting

a pupi l for mentorship? Clasen

and Clasen (2003) say that youths

who benefit the most from talent

development mentorship programmes

not only possess “exceptional ability

and potential to excel in a domain”,

but also display “abiding interest and

enthusiasm for an area of study”. In

particular, “perseverance, willingness to

commit time and energy to study and

exploration” are important. In other

words, being gifted alone is insufficient;

strong commitment is also a necessary

requirement.

Participants of the CAP mentorship

attachment are selected from amongst

those who first qualified for the CAP

seminar. Since admission into the

CAP seminar is highly competitive, all

pupils chosen to attend the seminar

are talented in writing. However,

selection into the CAP Mentorship

Attachment requires pupils to undergo

another round of selection. This

selection round requires that applicants

display passion, commitment and

determination in coming up with a new

portfolio of best works in a short span

of time, based on what they gained

from the CAP seminar. The seminar

is in early June, and applicants for the

mentorship attachment must submit

their portfolios for selection in July of

the same year.

In line with research findings on gifted

and talented learners’ need for real-

world learning contexts, the CAP seeks

to offer mentees exposure to the

thinking and practices of professionals,

and to produce a real product for a

real audience (Renzulli & Reis, 1985,

1986). The selection panel consists of

curriculum specialists at MOE as well

as the mentors themselves, who are all

published writers and experts in the

field. Selection is based on a submitted

portfolio of best creative works, as

well as feedback on the applicant’s

participation in workshops during the

residential seminar.

The Mentorship Attachment culminates

after nine months with the publication

o f m e n t e e s ’ b e s t w o r k s i n t h e

programme’s “Eye On the World” series

each year. Works for this publication

are selected by MOE curr iculum

specialists, as well as a published

writer taking on the role of editor for

the anthology. This year, the editor

is award-winning Singapore poet and

journalist, Mr. Yong Shu-hoong. The

anthology is themed, “Word Weavers,

World Makers”, with a foreword by

Professor John Richardson, Director of

the University Scholar’s Programme,

NUS, which is the CAP organising

partner for 2010. The “Eye On the

World” publication is often a pupil’s

first taste of being published and is

considered a landmark achievement by

“CAPers”. Its release each year is keenly

awaited by CAP participants past and

present. Members of the writing and

publishing community in Singapore also

take note of the publication and often

seek new writing talent from its pages.

Mentorship Attachment: Selection of MentorsBoston (1976) and Feldman (1991) have

defined “mentorship” as a dynamic and

shared relationship in which values,

attitudes, passions, and traditions are

passed from one person to another, and

internalised. A common understanding

of mentoring is “the expectation that

there will be a relationship between

the mentor and protégé that extends

beyond spec i f ic learn ing goa ls ”

(Callahan & Kyburg, 2005). Mentors

are expected to impact a mentee’s

affective development, such as values,

attitudes and self-concept (Clasen &

Clasen, 2003) as well as lifestyles and

life goals (Pleiss & Feldhusen, 1995; Beck,

1989). It is therefore important for

curriculum designers to be aware that

“not everyone who is an expert can be

a mentor; expertise and skill in a field

are necessary but not sufficient” (Clasen

and Clasen, 2003, p. 256).

It follows then, that the selection of a

mentor must be taken very seriously,

because of the deep-level, long-term

impact he/she is expected to have on

10

Ten Things CAP Mentees Say They Have Learnt:

Feature Article 專題文章

4. Question what you are used to. Question what others

are used to. Employ different techniques and different

metaphors which depart from conventionality.

5. Open your eyes to other poetic landscapes. Increase

your appreciation of poems from other cultures.

6. It is necessary to sit down and be sure of what you want

the piece to be before setting about editing it. If not,

the original intention of the piece will get lost in all the

editing.

1. As writers we do not write in isolation; through learning

to empathise and appreciate other writers’ works, we

too are growing and improving in our own writing.

2. Feedback is precious. Take the initiative to ask for

feedback. Be responsive and receptive, utilising whatever

feedback you receive.

3. Simplify, reduce and crystallise ideas into concrete

images that run throughout the poem/story.

11

a mentee. In most cases, a potential

mentor’s character, values and personal

life choices should be considered

above and beyond his/her professional

achievements. Other qualities of a

good mentor cited in the literature

include: personal integrity, concern

and respect for others, strong sense

of ethics and responsibility, sense of

humour, a genuine interest in nurturing

youth and strong communication skills.

With this in mind, the CAP has in

recent years tightened both its mentor

and mentee selection processes. The

CAP organising committee is always

on the lookout for published writers

who would also serve as good role

models. This is a challenge each

year as mentoring is provided on a

voluntary basis and there is a limited

pool of published fictional writers in

Singapore. The programme is sustained

by strong relationships with members

of the writing community, built over

many years by successive members of

the organising committee. In addition,

suitable “ex-CAPers” are invited to

return to serve the programme as

facilitators and mentors.

ConclusionBearing in mind that the qualities of

mentees and mentors selected are as

important as the programme design, the

CAP organising committee has learnt

first-hand the importance of clear

articulation and early agreement on:

1) the objectives of the programme;

2) the desired qualities of mentors and

mentees;

3) how mentors and mentees will be

matched;

4) guidelines and a systematic structure

for mentor-mentee interaction; and

5) how teachers wi l l continue to

support mentees in mentorships with

external mentors.

The CAP is still being refined each

year, and still has areas to improve on.

The management of a national level

mentorship programme is a challenging

and difficult task that requires constant

review and new approaches from

year to year. For those involved in its

conceptualisation and implementation,

it is a learning journey that demands we

travel the extra mile.

7. The writer should be a proactive member of his/her society and

attempt to contribute to it, be it to chronicle the spirit of the

times that he/she lives in or raise pressing social and ethical

concerns.

8. Learn about the themes and concerns of the Singaporean writer

and the writer’s place in society and how this role is subject to

redefinition and reinterpretation constantly.

9. Let things die when it is time for them to die, so that new things can be born.

10. Be able to walk away from the person you were a moment ago, because a mind was made to figure

things out, not to read the same page repeatedly.



References:Boston, B. (1976). The sorcerer’s apprentice: A case study in the role of the mentor. Reston, VA: ERIC

Clearinghouse on Handicapped and

Gifted Children/The Council for

Exceptional Children.

Callahan, C. M. & Kyburg, R. M. (2005).

Talented and gifted youth. In D. L.

Dubois, & M. J. Karcher (Eds.), The handbook of youth mentoring. (pp.

424-440). Sage Publications.

Casey, K. M. A., & Shore, B. M. (2000).

Mentors: contributions to gifted

adolescents’ affective, social, and

vocational development. Roeper Review, 22 (4), 227 - 230.

Clark, G., & Zimmerman, E. (2004).

Teaching talented art students: Principles and practices. New York:

Teachers College Press.

Clasen, D.R. & Clasen, R. E. (2003).

Mentoring the gifted and talented.

In N. Colangelo, & G. A. Davis (Eds.),

Handbook of gifted education (3rd ed.,

pp.254-265). Boston: Allyn & Bacon.

Gifted Education Branch. (2010).

Guidelines for managing special programmes. Education Programmes

Division, Ministry of Education,

Singapore.

Ministry of Education. (2009).

Gifted Education Programme:

Special Programmes website. Singapore.

Retrieved September 18, 2009, from

http://www.moe.gov.sg/education/

programmes/gifted-education-

programme/special-programmes/

Pleiss, M. K. & J. F. Feldhusen. (1995).

Mentors, role models, and heroes in

the lives of gifted children. Educational Psychologist , 30 (3), 159-169.

Plicker, J & Callahan, C. (2008).

Critical issues and practices in gifted education research. Waco, Tx: Prufrock

Press.

Renzulli, J. S. (1986). The three

ring conception of giftedness: A

developmental model for creative

productivity. In R. J. Sternberg & J.

E. Davidson (Eds.), Conceptions of giftedness (pp. 53-92). New York:

Cambridge University Press.

Renzulli, J. S. & Reis, S. M. (1985).

The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Centre, CT:

Creative Learning Press.

Schatz, E. (2000). Mentors:

Matchmaking for young people. The Journal of Secondary Gifted Education,

11 (2), 67-98.

指導具寫作天分

13

註 1 本文的部分內容及研究曾刊載於新加坡高才教育處的通訊刊物《交流》 (ExChange) ，該文章的題目為「指導高能力及資優生：創意藝術計畫的經驗」。

註 2 黃鳳星 ( Wong Fung-sing) 是新加坡高才教育事務員兼2010年度CAP統籌人。

他是一個十四歲酷愛寫詩的男孩，放學後匆匆趕往新加坡國立大學。他沿着熟悉的紅磚牆疾走，從前往英國語言文學系的樓梯跨步而上。到了著名文學教授的辦公室前他停了下來，

把自己的衣服整理一下，然後敲門進去。那時候，教授已經在熱切等候着，歡迎他到來。通過閱讀這個男孩的作品，並與男孩親身及在網上多次討論，教授對他有了認識，熟諳他的作品、朋友及個人興趣。這次會面之前，教授還仔細閱讀了男孩最近創作的三篇詩，也準備給他一些意見。在接着的一個小時裏，他們深入討論了詩歌創作的技巧、社會問題、個人的人生觀、著名的詩人及二人喜愛的作品。教授把男孩帶進了多姿多采的文學境界裏，如斯博大精深的文學領域是男孩在學校裏無法接觸的。「創意藝術計畫」（簡稱CAP）為期九個月的良師啟導項目撮合了教授及男孩二人。不僅是男孩，連教授也從探索的過程中獲得了歡愉和心得，讓他們在這九個月甚至未來的日子裏受益。

由新加坡教育部高才教育處籌畫的「創意藝術計畫」 (CAP) 一直致力培育具寫作天分的學生，於2009年已踏入第二十個年頭。CAP由兩個主要部分組成：第一部分是為期五天的研討營，接待全國 150名 13至17歲的學生；第二部分是為期九個月的良師啟導項目，從研討營的參加者選出較主動學習及具有較優厚潛質的學生，安排他們參加良師啟導項目。CAP致力為具寫作天分的資優生提供課程以外的創意寫作增潤課程，以滿足他們的特別需要。

的學生1

新加坡教育部高才教育處高才教育事務員黄鳳星 2

「良師啟導」一般被視為給予高能力或資優青年人在主流課程以外的一項的增潤項目。


新加坡創意藝術計畫：


研究結果顯示，資優生需要在真實的環境中學習。有鑑於此，CAP致力讓學生認識專業人士的思維及工作模式，以及讓他們為真實的讀者而創作 (Renzulli & Reis, 1985, 1986)。評審委員包括教育部課程專家及曾出版著作的作家及文學家，這些作家及專家將擔任項目導師。委員將根據學生遞交的創意代表作及他們在研討營中參與工作坊的表現作出評審。

良師啟導項目為期九個月，學生的作品將會刊登於CAP每年出版的刊物《放眼世界》 (Eye On the World)。教育部的課程專家與該刊物的一位編輯（曾出版著作的作家）將負責挑選學生的作品。曾獲殊榮的新加坡詩人兼記者Yong Shu-hoong先生將在本年擔任編輯一職。本年刊物的主題為「文學創造世界」，序言將會由新加坡大學「學者計畫」 (University Scholar’s Programme)的總監 John Richardson教授撰寫。「學者計畫」是2010年度CAP的籌畫伙伴。《放眼世界》是學生出版自己作品的第一步，被視為CAP參加者的重要成就。不論是本屆或過往的CAP參加者均熱切期待《放眼世界》

目標CAP旨在：• 讓學生接觸本土文學及其他藝術

表現形式• 讓學生了解和欣賞本地、地區及

全球的文學作品• 讓志趣相投的學生一同培養興

趣、學習及創作• 讓曾出版著作的人士指導有寫作

天分及誠意的學生• 讓學生認識作家對社會的責任，

以及文字對別人福祉所帶來的影響

CAP重視創意寫作技巧，於近幾年亦逐漸注重學生的情意發展及社交能力，譬如培養學生的社會責任感。Casey及Shore (2000)的報告指出「指導文學着重以下兩者的聯繫：傳授知識和技巧的基本學術過程以及指導人生方向的需要」（頁229）。CAP的主要目的是向學生展現作家改善社會的能力，邀請有社會責任的作家於研討營中與學生分享他們的作品，並且每年選出具有個人和社會意義的主題，與學生一同討論。

良師啟導：甄選學生有關啟導資優生的研究文獻指出，並非每個學業成績優異的學生都能夠從導師的指導中獲益。教師應該選擇什麼學生參加此項計畫？Clasen及Clasen (2003)認為能夠從發展才能的良師啟導計畫中獲益良多的學生，不但於個別範疇擁有卓越的能力及潛質，同時亦對研習的領域有持久的興趣及熱誠。因此，學生是否堅毅不拔和願意付出時間與精力去學習和探索是至關重要的。換句話說，學生只憑天分是不足夠的，他們也需要承擔和付出。

參與CAP良師啟導項目的學生均選自CAP研討營的參加者。能夠出席CAP研討營的都是具有寫作天分的學生，他們必須通過競爭激烈的甄選過程才能參加研討營。假如學生想進一步參加良師啟導項目，就必須通過另一輪甄選程序，在短時間內根據在研討營中所學到的知識完成自己的代表作，以顯示他們對創作的熱忱、誠意及決心。研討營於每年六月初舉行，報名參加良師啟導項目的學生必須於同年七月遞交其作品供甄選之用。

15

出版。新加坡文學及出版界亦十分重視該刊物，並藉此發掘有天分的作家。

良師啟導：甄選導師Boston (1976)及Feldman (1991)認

為「良師啟導」是指導師與學生之間的互動及分享的關係，而導師的個人價值觀、態度、對專業範疇的熱誠以及優良傳統將會通過這個互動關係承傳下去，最後被學生吸收及內化。一般人認為良師啟導即是師徒的關係，這種關係不局限於指導學生學習(Callahan &

Kyburg, 2005)。人們更期望導師可以影響學生的情意發展，例如他們的價值觀、態度、自我概念(Clasen

& Clasen, 2003)、生活方式及人生目標(Pleiss & Feldhusen, 1995; Beck,

1989)。負責課程設計的人士需要明白並非每個專家都能夠擔任導師，

單憑專業知識及技能是不足夠的(Clasen & Clasen, 2003)。

因為導師對學生有深遠的影響，所以篩選導師的工作必須審慎處理。在大多數情況下，導師的性格、價值觀及面對人生抉擇時的取捨都較他們的專業成就重要。其他應有的素質包括正直、關懷及尊重他人、擁有崇高的道德標準、責任感及幽默感、熱衷培育青少年，以及善於與別人溝通。

有見及此，CAP近年甄選導師及學生的過程更為嚴謹。CAP的籌委會一直致力物色合適的作家作為學生的良師典範。這項工作是CAP每年的挑戰，因為導師的工作是自願性質的，而新加坡的小說作家為數不多。多年來籌委會與文學界合作無間，讓CAP得以持續進行。此外，

歷屆合適的CAP參加者均獲邀出任新一屆CAP的促導員及導師。

總結CAP的籌委會明白導師和學生素質與課程設計同樣重要，因此就以下五個項目訂出準則：1）計畫的目標；2）對導師及學生素質的要求；3）導師及學生配對的方法；4）導師及學生互動交流的指引及有系統的架構；以及5）教師如何繼續支援經校外導師指導的學生。

CAP仍有待完善之處，因此籌委會每年均會作出改進。管理國家級的良師啟導計畫是具挑戰性及艱鉅的，每年均需要檢討計畫及採用嶄新的方法。對參與構思及推行計畫的人員來說，這也是一個學習的旅程。

CAP學員學懂的十件事情:

1. 創作的路途上，我們並非孤寂的，因可跟志趣相投的人同行。我們在學習投入創作和欣賞其他作家作品的同時，自己的作品亦不斷改進。

2. 別人的意見是重要的。主動要求別人提出意見，並積極回應及考慮他人的建議。

3. 將構思具體化及形象化，將意象貫穿在詩歌或故事裏。

4. 改變自己及別人因循舊習的做法，運用不同的寫作技巧及手法，尋求突破。

5. 觀摩及欣賞其他地方或文化的詩歌，拓闊視野。

6. 要坐下來想清楚自己究竟要寫或表達什麼東西，才開始着手修改文章；不然，文章原意就喪失了。

7. 作家應該積極主動，盡力為社會作出貢獻，作品應反映時勢或關注社會和道德問題。

8. 認識新加坡作家所關注的題材及他們在社會的角色，並且不時重新檢視。

9. 舊的不去，新的不來，我們要推陳出新。

10. 不要固步自封、原地踏步，應該尋找新的創作路向。


Reflection 感言16

天水圍天主教小學校本分享

人才培育及發展

前線分享本校發展資優教育已有十年，除了教學專業知識得到提升外，教師最大的收穫莫過於能培育學生成為主動學習及富有創意的孩子。與此同時，教師的專業素質亦提升了，養成了勇於嘗試及樂於與人分享的精神，讓他們在不同的科組及工作崗位上發揮影響力，並且建立正面互信及樂於嘗試創新的教師隊伍。

確立學校培育人才的目標，制定發展方向及政策本校重視人才發展，相信每個孩子都有其長處，因此致力將資優教育定為學校發展的方向。學校早於2000

年已開始以全校參與的模式推行資優教育，實踐「資優普及化，普及資優化」的理念，讓學生得到全人及才能發展的機會。我們希望培育學生成為主動學習、富有創意及懂得欣賞世界的健康孩子，並藉此讓他們學會互相尊重、與人合作及自律守規，以實踐其公民的責任。我們推行資優教育時，特別注重教師專業發展，目的是讓所有同事認識資優教育，共同建立教育與課程發展的信念、方向及具體的工作計畫。同年，我們成立了「資優教育小組」，並在「學校改善小組」

及「課程發展小組」的帶領下商討及訂定校本資優教育發展方向，加強學校層面及科組層面的協作。本校確立管理架構以及資優教育政策，旨在為具有不同潛能的學生提供合適的培訓，亦為學校資優教育提供一個有效的評估及反思平台。

培育人才政策及配套措施本校成立了「資優教育小組」，由副校長及課程統籌主任統籌有關發展工作，專責策畫和推動資優教育工作。在「學校改善小組」及「課程發展小組」的帶領下訂定校本資優教育發展方向，並根據教育局建議的資優教育「三層架構」1 的模式推展，加強學校及科組層面的協作：

．統籌校本資優教育發展；．甄選具領導才能的學生參加「抽離式」領袖培訓課

程；．設計「全班式」第一層次和「抽離式」第二層次校本

資優培育課程；．組織資優教育教師培訓工作；．宣傳和推動校本資優教育；以及．評估和報告校本資優教育的成效。

Reflection 感言 17

資優教育元素與校本課程的關係我們相信每位學生都有着不同的天賦能力，他們應接受資優教育，使他們能發展自己的才能，以顯示個人天賦能力。本校希望培育具領導潛能的學生，故我們於2001/02年度開始發展抽離式課程 (第二層次 IIC領袖才能培訓 )，進行多元化教學活動的試驗。此外資優教育並非只限於幾個抽離式計畫或活動，故此本校近年嘗試有系統地在每個關鍵項目及學習領域中滲入資優教育元素 2 (高層次思維技巧、創造力及個人及社交能力 )，試教同事亦與各科組教師分享實踐經驗，加以推廣。

第二層次（IIC）領袖培訓課程2002/03年度，我們與教育局合作發展校本資優培育課程，進一步建立一個完善而多元化的甄選機制，以識別在領導才能方面具潛質的學生參加校本資優培育

課程。透過教師的推薦，初步甄選校內具領導才能的學生，接着安排他們進行面試。此後，學生持續接受二至三年的領袖培訓課程。我們在課程中注入社交情意元素，從學生個人成長方面開展，讓學生先建立自我形象，瞭解自己的能力、特質及限制，對自己作出合理的期望，從而建立正面的自我觀，加強群性發展，讓他們學習社交技巧來改善人際關係。

第二層次（IID）學生才能發展活動本校於週五課後為全校學生提供多元化培訓活動。同時，亦透過教師觀察及甄選，特別為具有特殊潛能的學生 (學科範疇及專門範疇 )提供抽離式培育課程，如科學探究小組、奧數小組、朗讀培訓、音樂培訓、視藝培訓及各項運動與球類培訓小組，讓學生的不同才能均得到適當的培育。學生透過參與持續而具系統性的課程，在各方面均獲得卓越成績，並得到自我肯定與認同。

人才培育及發展個

人及

社交

能力高

層次

思維

技巧

創造力

全班式各學習領域正規課程

德育及公民教育

拉闊思維

專題研習

抽離式領袖小先鋒服務生培訓

第一層次（ⅠAⅠB）跨科閱讀課程為了使學生獲得適切的教育機會，使他們能夠在富彈性的教學方法和環境下，充分發揮個別潛能，我們在正規課程內加入高層次思維技巧、創造力和個人及社交能力等三大資優教育元素。全校教師均需要在課程中適切地滲入資優教育元素，例如在中國語文科及圖書課中教授閱讀策略及思維技巧，並同步發展校本跨科閱讀課程。

推行有關課程之前，我們進行過學生問卷調查，了解到學生喜歡閱讀的動機多數是自發的，即是學生覺得他可以從閱讀中豐富自己的知識和發揮想像力。於是，我們利用了不同題材的圖書作為基本教材，設計各種思考及多元的活動，讓學生懂得自行發掘圖書內容，以多個角度分析，從中獲得豐富的知識和趣味。我們先帶領學生探討書中的重點，繼而將內容聯繫到他們的生活，讓他們可以學以致用。

第一層次課程旨在全班教學中滲入資優教育元素。優化教學的同時，具潛能的學生往往能因此「浮尖」，然後讓他們進一步接受 IIC層 (認知及情意訓練、研究、溝通技巧培育 )、IID層 (學科範疇或專門課題或學術性研究培育 )及第三層 (特別教育服務或校外支援培育 )

的資優教育培訓。

資優教育發展的成效自2000年開始推行「群集學校資優計畫」後，本校就銳意發展領袖培訓課程，針對資優生具領導才能的特質訂立教學目標及設計課程。資優學生較有創造力和組織能力，而且對自己的行為負責任，可託付活動或計畫給他們 (林寶山、吳武典，1984)。一眾領袖小先鋒們在校內不同服務小組中都能發揮領袖的特質 —

隨機應變、不怕困難、對抗逆境。他們升讀中學後都能成為不同學習範疇的領袖，積極參與校內外各領袖培育課程及擔任領袖角色，成功而充滿自信地完成各項任務。在全班式的培育課程中，富趣味性及挑戰性的跨科閱讀課程加強了學生探索及解決問題的動機。學生表示透過討論可多表達自己的意見，在聽取別人的意見時可豐富自己的想法，而在表達的過程中亦得到滿足感與認同感，此有助提升學生學習及解決問題的積極性。

在推展校本資優培育課程的過程中，我們發現高層次思維技巧、創造力、個人及社交能力三個資

參考書目：1. 林寶山、吳武典 (1984)。《資賦優異學生行為特質

評量表》，台灣。2. Gagné, F. (2009). Building gifts into talents: Detailed

overview of the DMGT 2.0. In B. MacFarlane, &

T. Stambaugh, (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska. Waco, TX: Prufrock Press.

3. Renzulli, J . S., & Reis, S. M. (2003). Handbook of g i f ted educat ion . ( 3 rd ed . , pp . 184-203) .

Boston: Allyn & Bacon.

註 1：教育局所建議的資優教育「三層架構」推行模式簡述如下：

第一層次：

A：在正規課程內加入高層次思維技巧、創造力和個人及社交能力等三大資優教育元素。

B：在正規課堂按學生的特質實施分組教學、增潤及延伸專門性學習領域的課程內容。

第二層次：

C：以抽離方式在正規課堂以外進行一般性增潤課程（例如創造力訓練、領袖才能訓練等）。

D：以抽離方式在正規課堂以外進行專科特定範疇的延伸課程。

第三層次：

E：以校外支援方式為資質特別卓越而需要校外教學支援的學生，提供特殊增益課程。

有關此模式的詳細解說，請登入教育局資優教育組網頁查閱有關的資料：http://www.edb.gov.hk/cd/ge

註 2：有關「資優教育元素」的詳細解說，請登入教育局資優教育組網頁查閱有關的資料：

http://www.edb.gov.hk/FileManager/TC/Content_3640/app_1.pdf

註 3：作者與該校「資優教育小組」成員於2007/08學年獲頒授行政長官卓越教學獎（資優教育）。

Reflection 感言18

優教育元素是環環相扣的。學生可透過與同儕、師長及家長溝通、分享及討論去提升個人情緒管理的能力。在解決自身困難的過程中，學生需要運用高層次思維技巧對「困難」加以思考，從不同的角度探討問題，他們的創造力亦因而提升。

天水圍天主教小學鄧瑞瑩副校長 3

Developmentdifferentiated contents and instructional strategies highlights

the effort of the school in carrying out the whole-school

approach.

ImpactMs. Tang concluded by reiterating the effectiveness of the

leadership training programme which had great impact on

student development and helped build their confidence.

In addition, by infusing the three key GE elements into the

regular teaching, the school is now more aware of the close

relationship among the three elements.

Tang Sui-ying2

Vice-Principal


Notes:

1 Three-tier operation mode: Please refer to the descriptions on the EDB’s website http://www.edb.gov.hk/cd/ge_e

2 The writer and the “Gifted Education Team” members of her school received the Chief Executive's Award for Teaching Execellence (Gifted Education) in the 2007-08 academic year.

Reflection 感言 19

Goals and directionsThe Vice-Principal, Ms. Tang Sui-ying, from Tin Shui Wai

Catholic Primary School shared the experience of talent

development in her school. As early as 2000, the school

started developing school-based gifted education policy

with a whole school approach to develop talents and

achieve holistic personal development of their students.

Policies and supporting measuresBy adopting the three-tier operation mode1 recommended

by the Education Bureau (EDB), the Gifted Education (GE)

Team of the school oversees all related matters from

developing policy, planning and coordinating GE programmes

to evaluating the effectiveness of the programmes.

The 3 core GE elements, higher order thinking skills, creativity

and personal-social competence, advocated in gifted

education have been systematically infused into different

levels of provisions. Since the 2001-2002 academic year,

the school has provided pull-out programmes in leadership

training. In collaboration with EDB in the following years, a

comprehensive identification mechanism was established in

the school-based leadership training programme.

To supplement Level II (school-based pull-out) provisions,

the school also has a wide range of pull-out programmes in

specific domains. Students with potential in specific domains,

such as Mathematics and Science, Music, Visual Art and

Sports, are nominated and selected into various enrichment

programmes through an identification mechanism. The

systemic training programmes not only develop the

students’ talent but also meet their affective needs through

developing their self-awareness and boosting self-esteem.

At Level I (whole-class teaching), the 3 key elements of gifted

education are systematically infused. A Cross-Curriculum

Reading Programme using higher order thinking skills with

S y n o p s i s

TalentTin Shui Wai Catholic Primary School

教育局舉辦的

Recommended Resource 資源推介20

資源推介

教育的其中一項重要工作是提供適當及充足的機會，讓學生發掘及發展自己的才能。對學生來說，競賽是有效的平台，可以讓他們發揮天賦和展現才能。教師方面，他們可以透過學生比賽，加深對資優生的長處及教育需求的了解，以進一步發展他們的潛能。

教育局資優教育組一直致力舉辦不同範疇或主要學習領域的全港性學生比賽項目，其中包括中國語文、英國語文、數學及科學，旨在提供廣泛的機會，讓資優生盡展潛能。以下為各個比賽項目的目標及特色簡介：

中國語文菁英計畫中國語文菁英計畫旨在發掘及培育中國語文資優生。此計畫包括一項大型的語文比賽，各金獎得主將獲安排參加跨地域學習交流活動。菁英計畫亦會舉辦學生及教師工作坊，以進一步提升學生的語文能力，並支援教師在校內培育中國語文資優生。http://resources.edb.gov.hk/gifted/EPCL/

香港傑出學生詩人(英文)獎此活動旨在提供機會讓學生發揮創意思維，啟發他們對寫作的熱誠及讓他們接受進深的英詩創作培訓。參加者可以通過這個活動一嘗當作家的滋味，並且欣賞及分析其他人的作品。http://resources.edb.gov.hk/gifted/bpea/

The Finale and Prize Presentation Ceremony of the 2009-2010 Elite Student Project in Chinese Language

2009-2010年度「中國語文菁英計畫」總決賽及頒獎禮

Prize Presentation Ceremony of the 2009-2010 Hong Kong Budding Poets Award2009-2010年度「香港傑出學生詩人（英文）獎」頒獎禮

全港學生比賽

香港數學創意解難比賽「香港數學創意解難比賽」跟一般傳統數學比賽的主要分別在於，這個比賽不會只着重學生在紙筆測試中的成績，但亦看重他們在協作解難、數學實驗、數學辯論及解難匯報中的表現。本比賽特別着重訓練學生的批判性思維、創意思維和溝通技巧。活動的目的是讓學校發掘更多數學資優生，提供機會讓他們發揮數學創意潛能、解決問題和互相合作。http://resources.edb.gov.hk/gifted/CPS/

香港科學青苗獎這項比賽着重學生的解難、協作、批判性思維、創意思維及溝通技巧。參與比賽的學生須提交可以解決未來世界問題或現實生活問題的建議書。入選準決賽的學生需訪問本地科學家，藉此讓參與的學生透過與科學家的互動及交流，從這些學習模範身上學習求學問及探求知識的態度，並對學生的社交情意發展起了正面的影響。http://resources.edb.gov.hk/gifted/bs

Recommended Resource 資源推介 21

小學「常識百搭」科學專題探究展覽此活動旨在培養小學生的創意及高階思維技巧，啟發他們對探索世界的好奇心，並且提高他們的資訊與通訊科技能力，於研究科學時加以運用。另外，此活動亦可以加強學生認識科學、科技及社會三者之間的關係。http://pspe.hkedcity.net/

國際初中科學奧林匹克 – 香港選拔是項選拔賽旨在挑選科學資優的初中學生參加進階科學知識培訓課程。學生可以透過這些培訓課程提高協作、批判性思維、創意與溝通技巧。http://resources.edb.gov.hk/gifted/ijso/

除以上所列的項目之外，本地亦有不少學校及其他機構包括香港資優教育學院舉辦多個不同科目或非學科的比賽項目，並為參與學生提供相關的發展才能的培訓課程。

Prize Presentation Ceremony of the 2008-09 Hong Kong Mathematics Creative Problem-Solving Competition for Primary Schools

2008-09年度「香港小學數學創意解難比賽」頒獎禮

The Finale of the 2008-09 Hong Kong Budding Scientists Award

2008-09年度「香港科學青苗獎」總決賽

The Elite Student Project in Chinese LanguageThe aim of the Project is to identify and nurture gifted

students in Chinese Language. The Project includes a mega-

scale language competition. A study tour is arranged for the

gold award winners. Student and teacher workshops are

also organised to enhance the language skills of students

and to support teachers in nurturing gifted students in

Chinese Language in their schools.

http://resources.edb.gov.hk/gifted/EPCL/

The Hong Kong Budding Poets AwardThe aim of the competition is to provide a platform for

students to think creatively, inspire them to write with

passion, and engage them in further training in writing

poems. By participating in the competition, the students

could experience as poets to create their works as well as

appreciate and analyse others’ poems.

http://resources.edb.gov.hk/gifted/bpea/

The Hong Kong Mathematics Creative Problem-Solving CompetitionThe competition is very different from the traditional

mathematics competitions in that it does not rely solely on

the results of a paper-and-pen test. Rather, it puts much

emphasis on collaborative problem-solving, experimental

work in mathematics, presentation and debates. The

competition stresses critical thinking, creativity and

communication. It aims to provide chances for students to

demonstrate their mathematical creativity, problem solving

and collaboration.

http://resources.edb.gov.hk/gifted/CPS/

Hong Kong Budding Scientists AwardThe competition focuses on problem solving and emphasises

skills in collaboration, critical thinking, creative thinking

and communication. Participating students are required

to submit proposals to solve future world problems or

authentic problems. The semi-finalists will also be requested

to conduct interviews with local scientists to learn from

them the attitude towards learning and their persistence and

commitment in the pursuit of excellence.

http://resources.edb.gov.hk/gifted/bs/0910/index_eng.html

Primary Science Project ExhibitionThe project aims at nurturing the creativity and higher

order thinking skills of primary school pupils, enhancing

their curiosity to explore the world around and ICT skills

in scientific investigation. It also helps promote students’

awareness of the close relationship among science,

technology and society. http://pspe.hkedcity.net/

International Junior Science Olympiad (IJSO) – Hong Kong ScreeningThe screening aims at identifying scientifically gifted

students at junior secondary level for further training in

advanced science subject knowledge. It is also expected

that students’ collaboration skills, critical thinking

skills, creativity, and communication skills could be

enhanced in the IJSO training programme that follows.

http://resources.edb.gov.hk/gifted/ijso/0910/index_eng.html

In addition to the above list, there are many other types

of competitions in various subjects or non-subject related

domains available in Hong Kong. Schools and many

organisations, including The Hong Kong Academy for Gifted

Education, also organise various competitions with talent

development programmes for gifted students.

Recommended Resource 資源推介22

Territory-wide Student Competitions

To provide appropriate and adequate opportunities

for students to discover and develop their talents is

an important area of work in education. Competitions

are effective means for students to uncover their gifts

and showcase their talents. From their performances,

educators could understand more the gifted students’

strengths and educational needs so that their

potential could be further developed.

The Gifted Education Section of the Education

Bureau has been organising territory-wide student

competitions in different domains or Key Learning

Areas, including Chinese Language, English Language,

Mathematics and Science with the aim to offer a

wide range of opportunities for gifted students to

stretch their potential to the fullest. The objectives

and character ist ics of each competit ion are

highlighted below.

organised by the Education Bureau

R e c o m m e n d e d R e s o u r c e

Book Review 書評 23

Malcolm Gladwell –

《異數：超凡與平凡的界線在哪裡？》Malcolm Gladwell 繼《引爆趨勢》 (Tipping Point) 及《決斷2秒間》 (Blink) 之後再推出的暢銷書《異數》 (Outliers)，分析了社會及歷史上著名人物取得卓越成就的原因，並從心理學、社會學及歷史的觀點去探究成功人士的個人才能、努力與毅力等致勝因素。

Gladwell 對 Bill Gates、The Beatles 及 John D. Rockefeller 等名人的成就進行了研究分

析，認為他們的致勝之道除了是擁有天賦能力之外，還有天時、地利、人和的配合，他們身處的環境對其生命歷程及行為表現有着莫大的影響。Gladwell 認為若我們要達到專家的水平，就必須付出能達到特定卓越水平的努力，並借助有利的環境，這樣才能達到相輔相成的效果。

Gladwell 亦分析了文化與不尋常現象的關係。他提出了一些疑問，例如：亞洲人數學成績出眾的原因是什麼？為什麼有些地區及國家的人比較積極進取呢？讀者可從作者提出的才能發展觀點得到啓發。

Malcolm Gladwell –

Outliers: The Story of SuccessFollowing the success of The Tipping Point and Blink, Outliers, a book that attempts to account

for the extraordinary accomplishments of celebrated luminaries in society and history, is

Gladwell’s recent bestseller. Drawing from the fields of psychology, sociology and history,

Gladwell examines high achievers and the contexts surrounding their successes, which are often

attributed to their tenacity, hard work and individual talent.

Examining the success of people ranging from Bill Gates, The Beatles to John D. Rockefeller,

Gladwell points out that while natural abilities (gifts) are essential, propitious circumstances are

almost invariable catalysts for success as our environment shapes our lives and behaviours to a

large degree. He illustrates that there is a required alignment of expert level practice and factors

from one’s environment to bring someone to a level of expertise.

Gladwell also explores the relationship between culture and atypical phenomena. How, he asks,

can the remarkably distinguished results of the Asians in mathematics tests be accounted for;

why is it that people from some regions and countries are more aggressive than the others?

Readers can gain insights into talent development from Outliers.

ISBN: 978-0-316-01792-3

Hardcover 309 pages. November 2008, Little, Brown and Company.

異數

Structured courses are organised at 3 levels: introductory, foundation and intermediate level with the aim to

encourage educators’ continuous professional development in gifted education. The course duration ranges from 3 to

36 hours. In order to encourage teachers to put the knowledge acquired into practice, participants of foundation and

more advanced courses are required to design and pilot the gifted programmes in schools and share their practicum in

the form of presentations and project reports .

為鼓勵教育同工在資優教育的專業發展上持續進修，學院提供三個不同學習程度的結構課程，由入門、基礎至進階程度，以切合教育同工不同的學習需要。修讀時間由 3 至 36 小時不等。基礎及進階課程均設有實習課，以鼓勵學員將所學的知識應用到課堂裡及與其他學員分享教學心得。

The Teacher Professional Development (TPD) Division of the HKAGE organises structured and thematic courses at

different entry levels to cater for the diverse learning needs of teachers. The structured courses at different levels provide

teachers with foundational to more advanced levels of knowledge in gifted education (GE). The thematic courses are in

shorter duration focusing on 3 strands of topics: Curriculum and Instruction, Affective Education and General GE topics.

香港資優教育學院教師專業發展部提供多元化的結構及專題研討課程，以滿足教師不同階段的學習需要。學院提供的結構課程由基礎至進深程度，讓教師由淺入深地認識資優教育。專題研討課程則以短期課程為主，內容環繞資優教育三個範疇：課程與教學、情意教育及資優教育專題。

News Bites 要聞剪影24

News Bites: Teacher Professional Development (December 2009-June 2010) 教師專業發展課程要聞剪影 (2009年12月至2010年6月)

Structured Courses 結構課程

Introductory Course: "Introduction to Gifted Education" (Kindergarten Session) 9th January 2010

(Primary School Session) 10th February 2010

(School Social Worker Session) 14th April 2010

入門課程：「資優教育簡介」幼稚園場次 (2010年 1月9日 )

小學場次 (2010年2月 10日 )

學校社工場次 (2010年4月 14日 )

Foundation Course: “Nurturing Gifted Learners” (Event 3) November 2009-March 2010The Foundation Course was held in 3 repeated events each school year. This year, the course was

commissioned to The University of Hong Kong (HKU) to conduct. The third event, conducted

in English, had a standing arrangement approved by HKU. Eligible course participants, with the

completion of top-up assessment, may apply for advanced standing to gain exemption from a

module in the Master of Education (MEd) programme offered by the Faculty of Education, HKU.

基礎課程：「培育資優生」(場次三) 2009年11月至2010年3月本學院於每學年將會舉辦三個場次的基礎課程。今年本學院委託香港大學舉辦是項課程，其中第三場次是以英語進行。香港大學已通過為本課程的英語授課場次學員申請學分認可的安排，完成此場次的學員，如合乎資格及完成額外補充課業，可向香港大學申請學分豁免，所承認學分可計入香港大學教育學院舉辦之教育碩士課程的總學分內。

From December 2009 to June 2010, three thematic seminars and a workshop were organised with the aim to equip

teachers with instructional strategies appropriate for gifted learners. Dr. Joyce VanTassel-Baska and Dr. Kimberley

Chandler shared their experience and expertise in using problem based learning for high-ability learners. Dr. VanTassel-

Baska also delivered a seminar on the effective curriculum and pedagogy for gifted learners. In another 2 thematic

seminars, participants learnt how to infuse creative and critical thinking, the core GE elements, in learning and teaching.

於2009年12月至2010年6月期間，本學院舉辦了三場專題研討課程及一場工作坊，目的是讓教師掌握培育資優生的適切教學策略。世界著名的資優教育專家Dr. Joyce VanTassel-Baska及 Dr. Kimberley Chandler應邀來港主持專題工作坊「問題導向學習」。Dr. Joyce VanTassel-Baska並於另一專題講座上分享她對實踐有效的資優教育課程及教學法的經驗和心得。本學院另外舉辦了兩場「創意及批判思維」專題講座，教師透過這些課程能學習到如何在日常教學中融入創意及批判思維之資優教育元素。

News Bites 要聞剪影 25

Thematic Courses 專題研討課程Curriculum and Instruction Strand 課程與教學

Thematic Workshop: “Using Problem Based Learning” Speaker: Dr. Joyce VanTassel-Baska, Professor of Education, The College of William

and Mary, Virginia, and Dr. Kimberley Chandler, Director of Curriculum,

Centre for Gifted Education, The College of William and Mary, Virginia

17th April 2010

專題工作坊：「問題導向學習」講者： Dr. Joyce VanTassel-Baska, 美國維珍尼亞威廉瑪麗學院教授 Dr. Kimberley Chandler, 美國維珍尼亞威廉瑪麗學院

資優教育中心課程總監 2010年4月17日

Thematic Seminar: “Infusing Higher Order Thinking in Learning and Teaching” (Primary School Session) Speakers: Dr. Anna Hui Na-na, Assistant Professor,

Department of Applied Social Studies,

City University of Hong Kong and

Ms. Tang Sui-ying, Vice-Principal,


15th December 2009

專題講座：「高階思維的學與教」(小學場次)講者：香港城市大學應用社

會科學系助理教授許娜娜博士及天水圍天主教小學

鄧瑞瑩副校長 2009年12月15日

Thematic Seminar: “Effective Gifted Education Curriculum and Pedagogy” Speaker: Dr. Joyce VanTassel-Baska, Professor of Education,

The College of William and Mary, Virginia

19th April 2010

專題講座：「實踐有效的資優教育課程及教學法」講者： Dr. Joyce VanTassel-Baska, 美國維珍尼亞威廉瑪麗學院教授 2010年4月19日

26 News Bites 要聞剪影

Thematic Seminar: “Creative and Critical Thinking” (Secondary School Session)Speakers: Ms. Chng Poh-teen, Associate Director (Teacher Professional Development

& Parent Support), the HKAGE, and Ms. Connie Hui Lai-yin,

English Panel Chairperson, Madam Lau Kam Lung Secondary School of Miu

Fat Buddhist Monastery (MFBM)

4th May 2010

專題講座：「創意及批判思維」(中學場次)講者：香港資優教育學院總監（教師專業發展及家長支援）莊寶珍女士及

妙法寺劉金龍中學英文科科主任許麗賢女士

2010年5月4日

Affective Education for gifted learners is important as it facilitates the learners’ effective learning and develops their

personal and social competence. Two thematic seminars were organised for teachers, school social workers and

guidance teachers .

為資優生提供情意教育是十分重要的，因為這不單能提升他們的學習效能，還能培育他們個人與社交能力。本學院剛為教師、學校社工及學生輔導人員舉辦了兩場專題講座。

Affective Education Strand 情意教育

Thematic Seminar: “Understanding the Social and Emotional Needs of Gifted Learners and Strategies to Help Them” (Primary School Session)Speaker: Mrs. Helen Yu Ku Siu-yin

Registered Educational Psychologist and Assistant Professor,

Department of Applied Social Sciences, Hong Kong Polytechnic University

3rd March 2010

專題講座：「資優生的社交及情意需要及支援策略」 (小學場次)講者：註冊教育心理學家及香港理工大學

應用社會科學系助理教授余古少賢女士

2010年3月3日

Thematic Seminar: “Developing EQ in Gifted Learners”Speaker: Dr. Iris Chau Yuen-fan, Play Therapist and Registered Psychologist

24th June 2010

專題講座：「培育資優生的情緒智商(EQ)」講者：遊戲治療師及註冊心理學家周婉芬博士

2010年6月24日

The Inaugural Hotung Lecture: “Realising Potential – The Talent Development Paradigm” Speaker: Dr. Françoys Gagné

Professor of

Psychology,

l'Université du

Québec à Montréal

19th January 2010

第一屆何東資優教育演講：「盡展潛能─發展才能的範式」講者： Dr. Françoys Gagné,

加拿大魁北克大學蒙特利爾分校榮譽教授

2010年 1月 19日

27News Bites 要聞剪影

Annual Special Events 周年大型活動The HKAGE has a significant role in rallying the support of education leaders and various

stakeholders to provide a more conducive and appropriate environment to nurture

gifted learners. The lecture series were named after the HKAGE’s benefactor, Sir Joseph

Hotung. This event aimed to raise the awareness of the importance of gifted education

among the education leaders in Hong Kong. The Inaugural Hotung Lecture was presented

by one of the world-known experts of talent development – Dr. Françoys Gagné.

In this lecture, Dr. Gagné shared his famous Differentiated Model of Giftedness and

Talent (DMGT), the role of schools and the education system in developing talents. The

lecture was well attended by over 400 education leaders, school practitioners as well as

management staff from the talent development related organisations.

香港資優教育學院旨在集合教育界領袖及各持分者的力量，為資優生提供一個更適切的栽培環境。有見及此，本學院致力舉辦一系列由世界級嘉賓主講的資優教育周年演講，主要的目的是讓教育界領袖了解資優教育的重要，從而提高對資優教育的關注。為衷心感謝何鴻卿爵士慷慨捐助成立本學院，並承蒙何爵士首肯，此演講系列已命名為「何東資優教育演講」。第一屆何東資優教育演講的題目為「盡展潛能─發展才能的範式」，主講嘉賓是世界著名的才能發展專家Dr.

Françoys Gagné。他於會上分享其著名的「天資與才能的區分理論模式」Differentiated Model of Giftedness and Talent

(DMGT)，並探討發展才能的因素，以及學校和教育制度的角色等。是次活動反應非常踴躍，有逾四百名教育界領袖、學校同工，以及人才培訓機構的管理人員出席是次的演講。

Dr. Françoys Gagné conducted a course on talent development. He is best known for his Differentiated Model of

Giftedness and Talent (DMGT), which has been endorsed by various educational authorities as their framework

to define their target population and plan intervention provisions. He explored in depth the DMGT’s concept of

giftedness and how the model impacts on identification practices. The essential elements in developing talents in

schools were shared.

Dr. Françoys Gagné以才能發展為主題為本學院擔任主講嘉賓。他最為人熟悉的是他所提出的「天資與才能的區分理論模式」Differentiated Model of Giftedness and Talent (DMGT)。該模式獲眾多教育界的權威人士認可，並採納為鑑定資優對象及擬定培育方案的參考標準。 Dr. Gagné深入剖析「天資與才能的區分理論模式」的資優概念，以及此理論模式對識別資優的影響，並分享在校內發展學生才能的重要因素。

General GE Strand 資優教育專題

Thematic Course: “Developing Talents in Schools” Speaker: Dr. Françoys Gagné

Professor of Psychology,

l'Université du Québec à Montréal

21st January 2010

專題課程：「學校人才的培育及發展」講者： Dr. Françoys Gagné, 加拿大魁北克大學蒙特利爾分校榮譽教授

2010年 1月21日

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2010 Hong Kong Annual Gifted Education Conference “Nurturing Gifts: Enriching Learning Experiences”

20th May 2010This event was jointly organised by the HKAGE and the Education Bureau with the aim of bringing the gifted education

community together to learn and share experiences in making provisions for gifted learners. In addition to the 2

keynote addresses, 32 concurrent sessions were presented by guest speakers who are academics from universities or

tertiary institutions, principals and teachers from secondary and primary schools, as well as overseas gifted education

experts. The Conference was successfully held at the InnoCentre on 20th May 2010 and was attended by over 250

participants including teachers, school administrators, school social workers and educational psychologists.

2010年度香港資優教育周年會議「豐富學習經驗培養資優潛能」2010年5月20日香港資優教育學院與教育局攜手合辦是次周年會議，目的是讓關注資優教育的教育界同工聚首一堂，共同探討資優教育的推行策略與發展方向，並且互相分享培育資優生的經驗。除了兩場專題演講外，會議共有三十二場分組論壇，講者分別為各大學或大專院校的學者、中小學校長及教師，以及海外資優教育專家。是次會議於2010年5月20日假九龍塘創新中心舉行，超過二百五十多名教師、學校行政人員、學校社工和教育心理學家出席是次會議。

The keynote speaker, Dr. Tracy L.

Cross, Executive Director, Centre

for Gifted Education, The College of

William and Mary, Virginia, shared

his valuable insights and expertise in

nurturing the gifted.

美國威廉瑪麗學院資優教育中心行政總監Dr. Tracy L. Cross擔任是次會議的專題演講嘉賓，分享他對培育資優生精到的見解和心得。

The keynote speaker, Prof. Joseph

Sung Jao-yiu , Vice-Chancellor

Designate, The Chinese University

of Hong Kong, reflected on his own

learning experience in his keynote

address “What I Wish I Knew at the

Age of Twenty?” and shared with

participants the learning attitude

and experience most essential to

the growth and achievements of

gifted learners.

香港中文大學候任校長沈祖堯教授在他的專題演講「回到十幾二十時」，反思他的個人學習經驗，並分享怎樣的學習態度與經歷，才能幫助資優生成長與成材。

Upcoming Events of the Academy 學院動向 29

Programme Title

課程名稱Target Group

對象Date

舉辦日期

Thematic Courses 專題研討課程

Thematic Workshop:

“Inquiry Learning for Gifted Learners”專題工作坊：「培育資優生探究式學習」

Primary and Secondary School

Teachers

中小學教師

July 2010

2010年7月

Thematic Workshop:

“Providing Support to Twice-exceptional Students”

專題工作坊：「支援雙重特殊資優生」

School Social Workers and School

Counsellors

學校社工及輔導人員

December 2010

2010年 12月

Structured Courses 結構課程

Introductory Course:

“Introduction to Gifted Education”

(Secondary School Session)

入門課程：「資優教育簡介」(中學場次 )

Secondary School Teachers

中學教師October 2010

2010年 10月

Foundation Course: “Nurturing Gifted Learners”基礎課程：「培育資優生」


Curriculum Leaders and

Teachers

中小學課程領導及教師

June-October 2010 (Event 1 & 2)

November 2010-March 2011

(Event 3)

2010年6月至 10月 (場次一及二 )

2010年11月至2011年3月 (場次三 )

Intermediate Course :

“Nurturing Gifted Learners on Leadership, Creativity and

Critical Thinking”進階課程：「培育資優生的領導才能、創意與批判思維」

Primary School Curriculum

Leaders and Teachers

(with basic knowledge in Gifted

Education)

小學課程領導及教師

(對資優教育有基本認識 )

August-December 2010

2010年8月至 12月

Intermediate Course:

“Affective Education for Gifted Learners”進階課程：「資優生的情意教育」


Curriculum Leaders and Teachers

(with basic knowledge in Gifted

Education)

中小學課程領導及教師

(對資優教育有基本認識 )

October-December 2010

2010年 10月至 12月

* The above information provided is subject to confirmation. Please visit the “Teacher Zone” of our website: www.hkage.org.hk for details.

* 上述課程資料以本學院網頁內公佈為準，請登入學院網站內的「教師園地」查閱詳情。網址：www.hkage.org.hk

Teacher Professional Development Programmes (July-December 2010)

教師專業發展課程 (2010年7月至12月)

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Humanities 人文學科 Sciences 科學More about Chinese Script Writing中文劇本寫作課程 (進階 )

Software Development Course軟件開發課程

Future Curator Training Course未來館長培訓班

Environmental Science Course環境科學研討課程

Enigma of the Social Worlds社會科學課程

Wu Chien-Shiung Science Camp吳健雄科學營

English for the Community: Learn and Serve 英語教學課程

Enhancement Programme for Gifted Students in Physics (IPhO)物理奧林匹克培訓課程

Creative and Critical Thinking Course 創意與批判性思維課程

Serving the Community with Design and Techonology 機械工程課程

Chinese Creative Writing Course中文創意寫作課程

Summer Engineering Academy暑期工程學習計劃Glimpses of the Oceans 海洋物語

Leadership 領導才能 Mathematics 數學Workshop on Public Speaking公開演說工作坊

Mathematics Ignition數學燃動課程

Effective Leadership and Social Service Projects 有效領導及社會服務

Mathematics in 18 lessons數學十八章經

“L”-wisdom – Leaders for the New Generation活用L的智慧 – 新一代社會領袖

International Mathematical Olympiad Training 國際數學奧林匹克訓練Mathematics Impossible週末數學特攻隊

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

Multi-disciplinary 跨學科課程

Breakthrough Giftedness, Empower the Brain and Mind Workshop突破資優界限：發展腦部及思考潛能工作坊

Harmonies In Nature: A Dialogue Between Mathematics and Physics自然數理 – 數學與物理的優美結合

Workshop on Self Understanding and Self Acceptance自我認識與接納自己工作坊

University-based Multi-disciplinary Study Projects名師教研計劃

Thematic Talk主題式講座Academic Talks in each domain are held regularly 各範疇學術講座

Open to all secondary school students. (All student applicants must be nominated by their schools.)歡迎全港中學生參加以下活動 (學生必須經學校提名報名 )

International Mathematical Olympiad Preliminary Selection Contest – Hong Kong國際數學奧林匹克–香港選拔賽

Pre-Olympiad Workshop for Gifted Students in Physics 物理奧林匹克訓練賽前培訓Hong Kong Physics Olympiad Training 香港物理奧林匹克訓練

Student Programmes and Services (July – December 2010)

學生服務（2010年7月至12月）


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

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Parent Support

(July – December 2010)

家長支援服務（2010年7月至12月）


Programme Title

課程/活動名稱Target

對象Date

舉辦日期

Parent Seminars 家長講座

Introductory Level 基本課程/講座

ABCs of Giftedness

資優基本法A 1.5-hour school-based seminar to be conducted upon request.

Schools are to write in to the HKAGE at [email protected]

以校本形式提供一個 1.5小時的講座，學校請透過電郵

[email protected]遞交申請。Priority will be given to application by three or more schools

coorganising this seminar from the same school sponsoring body/

district.

以同一辦學團體/地區的三間或以上學校名義提出申請，將獲優先考慮。

Nurturing the Gifted

如何培育資優兒

Intermediate Level 進階課程/講座

A series of intermediate level parent seminars will be held in the coming 2010-2011 academic year . Details will be available on our website

in September.

我們將在2010至2011學年舉行一系列的進階課程/講座，詳情將在九月透過本學院網站公布。

Parent Workshops 家長工作坊

Advanced level – Mining Gems of the Gifted by

Inquiry Learning

進階課程：培育資優兒的探究式學習

Parents who have basic

understanding of higher order

thinking

對高階思維有基本認識的家長

10th July 2010

2010年7月 10日

Project Twice Exceptional「尋找雙重特殊資優兒計劃」

Parent group – Understanding Your 2E Child

親親孩子 — 雙重特殊資優兒家長小組Parents of twice-exceptional

children. Priority will be given to

families which have participated

in the focus group interview of

“Project Twice Exceptional”.

育有雙重特殊資優兒的家長。曾參加第一階段小組面談的家庭，其申請將獲得優先考慮。

September and October 2010

(Six sessions)

2010年9月至 10月（共六節）

Parent seminar – Parenting My Twice-exceptional Children

家長講座：培育雙重特殊資優兒Parents who are interested

to know more about twice-

exceptionality

對雙重特殊資優兒感興趣的

家長

18th December 2010

2010年 12月 18日

Parent workshop – Supporting My Twice-exceptional Children

家長工作坊：支援雙重特殊資優兒Parents of twice-exceptional

children

育有雙重特殊資優兒的家長

18th December 2010

2010年 12月 18日

Consultation Centre 諮詢中心Hotline 熱線電話：3698 3947 Email 電郵：[email protected]

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最新消息 What's New


Commendation Award for Gifted Education (GE) Projects 資優教育嘉許計畫The Teacher Professional Development Division of The Hong Kong Academy for Gifted Education (HKAGE)

organises a series of structured courses at different learning levels for teachers. In these courses, participants

are required to design and implement a school-based gifted education project. In order to recognise the

efforts of the teacher participants, the HKAGE awards commendation to participants who have carried

out excellent projects. The awardees of the 2008-09 academic year had been selected and some

were invited to share their projects at the 2010 Hong Kong Annual Gifted Education Conference

on 20th May 2010. The exemplary projects will later be compiled and published on the HKAGE’s

website.

香港資優教育學院教師專業發展部為教師提供一系列不同學習程度的結構課程。為了鼓勵學員積極實踐在課程中所學到的知識，學員須設計及推行一項校本資優培育計畫。為了嘉許有優秀表現的學員，學院特頒發嘉許狀以示鼓勵。於2008-09學年獲嘉許學員名單已選出，其中一些學員並獲邀於2010年5月20日舉行的香港資優教育周年會議上分享他們的成功經驗及教學心得。獲嘉許的資優教育計畫將製作成教學資源，並會上載於本學院網頁內。

Ms. Hui Tuen-yung, Ms. Yeung Fung-hing, Ms. Lee Ming-yee許端蓉女士，楊鳳興女士，李鳴怡女士

From left to right: 從左到右：

The awardees of the 2008-09 academic year 2008-09學年獲嘉許學員名單

Foundation Course: "Nurturing Gifted Learners"基礎課程：「培育資優生」

Ju Ching Chu Secondary School (Kwai Chung)裘錦秋中學（葵涌）

Carmel Bunnan Tong Memorial Secondary School迦密唐賓南紀念中學

Marymount Secondary School瑪利曼中學　

True Light Middle School of Hong Kong香港真光中學

Shau Kei Wan Government Secondary School筲箕灣官立中學

Ms. Chan Mei-kuen陳美娟女士

Mr. Chui Ka-shing崔嘉誠先生

Ms. Lee Mo-lan, Monica李慕蘭女士

Mr. Chow Chi-fai鄒志輝先生

Mr. Wong Yiu-kwan黃耀坤先生

The Church of Christ in China Tam Lee Lai Fun Memorial Secondary School

中華基督教會譚李麗芬紀念中學

Dr. Leung Hing-keung梁興強博士

Mr. Tong Kai-man唐啟文先生

Ms. Hui Tuen-yung許端蓉女士

Ms. Yeung Fung-hing楊鳳興女士

Ms. Lee Ming-yee李鳴怡女士

32


Visiting Academics 訪問學者

Dr. Françoys Gagné, Honorary Professor of Psychology,

l'Université du Québec à Montréal

加拿大魁北克大學蒙特利爾分校榮譽教授

Dr. Joyce VanTassel-Baska, Professor of Education,


美國維珍尼亞威廉瑪麗學院教授

Dr. Kimberley Chandler, Director of Curriculum,

Centre for Gifted Education,


美國維珍尼亞威廉瑪麗學院資優教育中心課程總監

陳凱詩女士 , 吳宏業先生 , 鄧智光先生陳倩君女士 , 雷芳欣女士

Ms. Chan Hoi-sze, Mr. Ng Wang-yip, Mr. Tang Chi-kong, Ms. Chan Shin-kwan, Ms. Lui Fong-yan

From left to right: 從左到右：

Intermediate Course :“Nurturing Gifted Learners on Leadership, Creativity and Critical Thinking”進階課程：「培育資優生的領導才能、創意與批判思維」

Pui Shing Catholic Secondary School天主教培聖中學

The Church of Christ in China Tam Lee Lai Fun Memorial Secondary School

中華基督教會譚李麗芬紀念中學

Ms. Chan Hoi-sze陳凱詩女士

Mr. Ng Wang-yip 吳宏業先生

Mr. Tang Chi-kong鄧智光先生

Ms. Chan Shin-kwan陳倩君女士

Ms. Lui Fong-yan雷芳欣女士

St. Clare's Girls' School聖嘉勒女書院

S T U D E N T S

PA

RE

NT

S

TE

AC

HE

RSS T U D E N T S

33

If you have comments and suggestions to improve “INSPIRE”, please contact us.

Editorial Team 編輯組

Chng Poh-teen 莊寶珍Clara Tam 談勵紅Yvonne Fong 方瑞心Solomon Hui 許金城Nelson Lai 黎永業Chan Mo-yam 陳武鑫

DVD of Lecture: “Looking Ahead in the Field of Gifted Education”

「資優教育前瞻與展望」講座錄影光碟The HKAGE has produced a DVD with video clips of the lecture “Looking Ahead

in the Field of Gifted Education” given by Dr. Joyce VanTassel-Baska, Professor of

Education at The College of William and Mary on 4th March 2009. The contents

of this lecture provide an overview to gifted education, including “Intelligence

and Giftedness”, “Definition of Giftedness”, “Why is Gifted Education Important?”

“Identification”, “Programme and Service Provision”, “Differentiation in Curriculum

and Instruction”, “Personnel Preparation”, and “Programme Evaluation”. Free copies

of this DVD will be distributed to local schools upon request while stock lasts.

世界著名的資優教育專家Dr. Joyce VanTassel-Baska於2009年3月4日應本學院教師專業發展部的邀請，來港主持「資優教育前瞻與展望」講座。是次講座內容豐富，提供了既全面又詳細的資優教育概覽，主題包括資優的概念、資優的定義、資優教育的重要、識別資優、課程及配套服務、適異性課程與教學、教學人員的準備、課程評鑑等。該講座的錄影片段已製作成資料光碟，供學校免費索取，每校一套，送完即止。

Teacher Information Brochure “Gifted Education at a Glance”

「資優教育初探」教師資料小冊子In order to raise teachers’ awareness of the importance of gifted education and to

provide them with an overview of gifted education, the HKAGE has published an

information brochure “Gifted Education at a Glance” for teachers who are new to

gifted education. The electronic version of this brochure is available on the HKAGE

website: www.hkage.org.hk/en/tz_publications.html

為加深教師對資優教育的認識，本學院特別印製「資優教育初探」教師資料小冊子，內容為資優教育概覽。此資料小冊子已上載於本學院「教師園地」網頁，歡迎各位同工瀏覽：

www.hkage.org.hk/b5/tz_publications.html

If you have comments and suggestions to improve “INSPIRE”, please contact us.

假如你對今期內容有任何意見及建議，歡迎聯絡我們。

You are welcome to contribute articles to this magazine!

歡迎各位踴躍投稿！

Contact Information 聯絡方法Website 學院網頁：www.hkage.org.hk

Email 電郵：[email protected]

© Copyright 2010 The Hong Kong Academy for Gifted Education. All rights reserved.

香港資優教育學院2010版權所有，未經許可，不得轉載。

The electronic version of INSPIRE is available on our website. 學院網頁備有《匯賢資訊》網上版，可供參考及下載。

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