填空题

There is a general expectation that teachers can spot talented children and do something for them. But studies have　1　that teachers do not always　2　gifted children, even those 　3　academic talent. In fact, they　4　to identify from 10 to 50 percent of their gifted students. 　　The first　5　in identifying gifted students is determining the　6　for finding them. If we want to　7　a group of students for an　8　mathematics class, our approach would be different than　9　we are looking for students with high talent　10　a creative-writing program. Specific program needs and requirements, then,　11　the identification process. 　　Subjective evaluation--teacher　12　, parent referral--should be　13　by standardized tests and other　14　measures of ability. Any　15　for identifying gifted children in a school system should　16　both subjective and objective methods of 　17　Classroom behavior, for example, can point　18　children’’s ability to organize and use materials and reveal their potential for processing information better than　19　a test situation. Many aspects of creativity and verbal fluency are also best　20　in a classroom or informal setting. There is a general expectation that teachers can spot talented children and do something for them. But studies have　1　that teachers do not always　2　gifted children, even those 　3　academic talent. In fact, they　4　to identify from 10 to 50 percent of their gifted students. 　　The first　5　in identifying gifted students is determining the　6　for finding them. If we want to　7　a group of students for an　8　mathematics class, our approach would be different than　9　we are looking for students with high talent　10　a creative-writing program. Specific program needs and requirements, then,　11　the identification process. 　　Subjective evaluation--teacher　12　, parent referral--should be　13　by standardized tests and other　14　measures of ability. Any　15　for identifying gifted children in a school system should　16　both subjective and objective methods of 　17　Classroom behavior, for example, can point　18　children’’s ability to organize and use materials and reveal their potential for processing information better than　19　a test situation. Many aspects of creativity and verbal fluency are also best　20　in a classroom or informal setting.