Different Instructional Traits Between the Gifted and Learning Disabled in French School Education

在学校制度中，把所有孩子的能力发展到他们潜力的上限是一种理想。儿童在智力发展上存在着不同的发展水平，这也是一个不可否认的事实。因此，为所有孩子制定统一的成绩标准并要求他们达到这个标准是荒谬的，也是教育上不恰当的。适当的指导和孩子的努力与一些潜在的能力导致学习成功。对于那些由于某种原因在掌握学习方面有延迟的孩子，在课堂上给予深思熟虑的指导是毫无疑问的。法国教育以在正规教育中对有能力的学生和学习缓慢的学生给予充分的指导而闻名。此外，在我们日本，“强调个性的教育”是最近主要讨论的主题。因此，我们组织了一个研究小组，对法国教育体系中重视个性化教学的时间较长，并学习有关个性化教学的实践知识，以期将其一些关键因素引入日本教育。我们特别研究了“辅助学习”（soutien）、“深度学习”（approfoundi）和“学习节奏”（rythme scolaire）。对学习障碍儿童与快速学习者的比较以及学校教育和天才儿童的分析包括在最终报告中。并附有相关文献和统计资料的附录。

It is an ideal in the school system to develop abilities of all children to the upper limit of their potential. It is also an undeniable fact to see a variety of developmental levels among children in their intellectual development. Therefore, it is absurd and educationally unproper to put uniform achievement standard for all children and ask them to achieve it. Adequate direction and children's endeavor with some potential ability result in learning success. It is beyond question to give deliberate guidance in classroom to children who tend to delay with some reason or another in mastery in learning.French education is known as giving adequate direction both to the abler students and slow learners within formal education. Also in our Japanese "education emphasis on individuality" is recently the theme of major discussion. Thus we organized a research team to investigate individualized instruction in French educational system, which has this emphasis for a longer period, and to learn practical knowledge about it with a view to introduce some of its key factors into Japanese education. We investigated in particular "aided learning" (soutien), "deeper learning" (approfoundi), "learning rnythm" (rythme scolaire).Analyses on children with learning disabilities in comparison to rapid learners and on school education and gifted children are included in the final report. Appendix of related literature and statistics are also put.