我們要說的是劍10 Test 2 Reading Passage 2 Gifted children and learning，開頭第二段就說了高智商兒童也要通過適當的方法促進學習：

1）Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area, very able children need the means to learn, which includes material to work with and focused challenging tuition and the encouragement to follow their dream. 為了在任一領域達到非常高的水準，高能力的兒童需要學習方法，這包括用來學習的材料和專注有挑戰的指導，以及對他們追逐夢想的鼓勵。

2）There appears to be a qualitative difference in the way the intellectual highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. 智力較高的兒童和能力一般或是年齡更大的兒童的思維方式看上去存在著質的差異，對后者而言老師進行的外部調節一般會補償缺失的內部調節。

3）To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning, which will include strategies of planning, monitoring, evaluation and choice of what to learn. Emotional awareness is also part of self-regulation, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence. 為了達到最有效的自我調節，可以幫助所有兒童確定他們的學習方式，，包括規劃，監督，評估的策略以及選擇學什么。情緒意識同樣是自我認知的一部分，因此應當幫助兒童意識到自己對即將學習的內容的感受

高成就者擅長于制定適合自己的學習策略：

1）High achievers have been found to use self-regulatory learning strategies more often and more effectively than low achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that appear to be demonstrating talent in particular areas. 高成就者比低成就者更頻繁更有效地使用自我調節的學習策略，并且能轉換這些策略來處理不熟悉的業務。

2） If the gifted merely think more quickly, then we can shorten the practice. But it is not the entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individual think. 如果有天賦者僅是能快速地思考，那么可以縮短練習時間，如果他們不只是怎么犯錯誤，那么可以縮短練習。但是事情顯然并非完全如此，需要對學習方法和教學方法做出調整，以考慮個體多種多樣的思維方式。

過多的指導會影響孩子的自主性：

1）Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to "overdirect" can diminish their gifted pupils' learning autonomy. Although "spoon-feeding" can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teacher risks loss of autonomy and motivation to discover. 傾向與"過分指導"的教師會減少有天賦兒童的學習自主性。盡管填鴨式灌輸可以帶來極高的考試分數，但這并不總是伴隨著令人印象深刻的生活上的成功。過于依賴老師存在會導致自主性和動機的消失。

2）Given a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils' learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. 教育的基本目標時將對學習的管控從教師轉移到了學生，將學生的學習提升為學習技巧才是學校的只要目標。

某些專業領域的學習還是需要有天賦：

But scientific progress is not all theoretical, knowledge is also vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not. Characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning practice. Creativity in all forms can be seen as expertise mixed with a high level of motivation. 在某一較高水平之上時，相比知識技能，獨立性，創造性在達到最高水平的專業技能方面作用更大。

情緒對學習的影響：

Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behavior. 積極情緒促進學習的創造性，而消極情緒會一直創造力。