Breaking Down And Establishing—A Review And Prospect Of The Concept And Practice Of Gifted Education In China Since The Reform And Opening U

In 2021,the OECD proposed the report policy approaches and initiatives for the inclusion of gifted students in OECD countries,which means that the development of international gifted education continues to be updated,and international researchers’ attention is once again focused on the field of gifted education.At present,China’s development is in a period of striving for technological innovation and self-improvement.The society urgently needs a large number of talents to support innovative development.In the context of the development of the new era,talent cultivation has been pushed to a new height,posing higher requirements for gifted education.However,the training practice of gifted education in China has not yet achieved very ideal results.If the remaining disputes and issues cannot be clarified,it will be difficult for gifted education to develop.Currently,domestic and foreign research lacks a retrospective analysis of China’s gifted education.A systematic summary of the reality of China’s gifted education is conducive to a clear understanding of its development height and essence,so as to avoid staying at the superficial level of understanding.This article attempts to discover the problems of China’s gifted education and propose suggestions for improvement from the trace.The thesis mainly focuses on the key issue of the development of China’s gifted education itself.Based on a review of the course of the practical stage,the issue is gradually advanced and refined,and in specific research,it is transformed into three aspects: first,what conceptual disputes exist in China’s gifted education;second,what development characteristics exist in the content of supernormal education itself;third,what obstacles exist in China’s gifted education.During the research process,grasping the problem consciousness and analyze the inherent nature of China’s extraordinary education.This article uses relevant research methods to interpret and analyze the data obtained,and uses bibliometric tools to conduct a statistical analysis of research results on gifted education in China.Using the results as a reference,it constructs a framework and dimensions for recognizing the content of gifted education in China.At the same time,the author uses Chinese and foreign materials to deconstruct and study China’s gifted education based on the development factors of gifted education itself.This study first grasps the practice of gifted education at different stages of gifted education through historical review,then this study clarifies the educational status and essence of gifted children by tracking the conceptual disputes in the field of gifted education,and specifically analyzes and reveals the development content characteristics reflected by gifted education in China from two aspects: identification status and cultivation status.After more than 40 years of development,China’s gifted education has created many development opportunities through self exploration and external promotion,making it achieve considerable achievements,forming distinct characteristics:extensibility of ideas,identification of dynamics,and cultivation of foresight.Based on the overall analysis of China’s gifted education,this article examines the development obstacles that cannot be ignored from the perspective of rationalization.The main problems are the lack of institutional and management guarantees,rigid educational concepts,inadequate theoretical systems,narrow talent selection,and limitations in talent cultivation.This article explores the potential for its future development from the perspective of history,and attempts to propose reasonable suggestions for improvement in terms of policy systems,scientific concepts,theoretical systems,identification systems,and training models in response to existing problems.