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Program Perspective: Gifted Education in China

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  • Xiaodong Xiong

Abstract

In recent experiments in gifted education, selection criteria and instructional teaching practice do not emphasize students’ inherent intelligence but stress their independent cognitive style and abilities in creative practice. It is important to find out and cultivate top students’ characteristics of cognitive style. Some weak points of the features of independent cognitive style may hinder a person from success. So far, we have not neglected education based on behavioral norms, moral standards, personality socialization, and social responsibilities while providing our students the best possible education. In teaching practice, we advocate “scientific exploration learning”, conduct research-based courses, and broaden the application of modern teaching technology. National Interest Education remains our top priority, and we encourage students to use the knowledge and skills have mastered to contribute to the revival and prosperity of the country.

Suggested Citation

  • Xiaodong Xiong, 2004. "Program Perspective: Gifted Education in China," Gifted and Talented International, Taylor & Francis Journals, vol. 19(1), pages 42-45, March.
    • Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:42-45
    DOI: 10.1080/15332276.2004.11673032
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