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标题: [转贴]爱因斯坦没用过FLASH CARDS [打印本页]

作者: 转贴 时间: 2007-6-29 04:16
标题: [转贴]爱因斯坦没用过FLASH CARDS
天才讨论终于推向了一个有用的方向, 即反省我们自己的教育方式 - 是否限制了孩子的发展. 关于DOMAN的新信息有趣又令人不安, 为自己那未成才的孩子, 也为人家那造就出来的神童. 懒妈赶紧从书柜里挖出N年前买的偷懒指南"Einstein never used falsh cards", 辛苦的打字如下, 希望大家好歹读一读, 保证不让你失望 ;) 三位作者都是研究婴儿语言发展的教授.

敲的实在太累了, 也太多了, 干脆总结如下, 细节你自己找书看吧 ;)

1) 大脑发育是百万年来进化的结果, 是为生存设计好了的,靠父母一知半解来企图"构造"智力有些天真. 很多IDEA是把有限的研究结果(很多在动物上)简化外推而来, 又被后来的新研究结果推翻. 不要拿自己孩子做实验品.

2) 大脑的SYNAPSES数目在3岁前达到最高,之后直到成人削减至一半, 这也许是所谓0-3岁关键时期的来历. 削减是为了更有效, 被削减的是不常用到的, 所以如果学了不用就跟没学一样. 而且成人以后仍有新的SYNAPSES形成, 所谓活到老学到老.

3) 过分的激发会产生注意力不集中的现象.

4) "enriched"环境发展智力的由来是一个重要的老鼠研究: 关在实验室的老鼠没有在家里养跟人玩的老鼠聪明. 但是人们忘了实验的另一半: 生长在自然的老鼠最聪明. 所以给孩子一个最自然的环境, 而不是一个人为ENRICH的环境对大脑发育最好. 相信没有人把孩子象实验室里的老鼠一样关起来 ;)

5) 大脑有两种功能, 一种与生存有关叫experience-expectant, 如视力,说话,走路等, 这些是大自然安排好了的, 到时候就会发生, 但是有一个critical period, 如果错过就不容易补上, 比如天生盲人又恢复视力的很难跟正常人一样. 另一种是experience-dependent, 如读写, 围棋等与生存无关, 这是通过一生的文化经历来学到的, 没有一个critical period. 确实早期一段时间学外语音乐学的最快, 但是这个阶段很长, 5-10岁, 而且这个window关的很慢, 后学的人不过稍慢一点.

6) 早期教育的一个问题是"crowding", 各种信息在大脑里抢SYNAPSE, 有可能把留给以后用的空电路先占了, 而影响成人以后的创造力. 这可能是"小时了了大未必佳"的最科学解释了. (ZT) As Prof. Huttenlocher acknowledges, "It may be no accident that Albert Einstein was a rather average student in his early years" allowing his brain to avoid early crowding effects.

(zt)
Two overreaching myths about brain development might actually be interfering with the nurture of our children. The first myth is that parents are brain sculptors, responsible for molding the intelligence and capabilities of their children. Parents are being told that the development of their childrens brains, which, in fact, is programmed by millions of years of evolution, can be altered in just one generation by specific lessons they provide. ...The other myth that has the Goodwins in its grip is that scientific research provides us with a manual for building better brains...
...
Thankfully, a closer look at the evidence suggests that parents might not have to work so hard. As we will see, millions of years of evolution have created children who love to learn on their own - it's how nature has ensured our survival. Humankind has eaten from the tree of knowledge and continues to seek out this delicious fruit from the first moments of life - no force-feeding is necessary. Unless you are living in extreme isolation or poverty, the nature, everday environments in which families and children find themselves promote strong brian development. Children with loving parents who enjoy them, play with them, and offer guidance and suggestions as they explore their environment will be healthy, emotionally well-adjusted, and psychologically advanced.
...
The spin doctors have us thinking that since the synapses are developing fast and furiously in infancy, we want to keep as many of them as possible. More is better. Bigger is better. Right? Then why does nature prune the brian by eliminating some of these precious synaptic connections? Because having 500 connections making the decision whether to turn left or right is not going to be efficient. The brain wants to be pruned in order to be quick and precise.
Connections form so quickly that by the time children are 3, their brians have twice as many synapses as they will need as adults. These trillions of synapses are competing for space in a brain that is still far from its adult size. By the age of 3, a young child's brain is apt to be more than twice as active as that of her pediatrician... The synapses shed as children grow, much like the way a snake shed its skin in order to accommodate a bigger body. Brains downsize for the same reasons so many other "organizations" do: With streamlined networks, they can function more efficiently. Pruning is a natural development. This refinement is good. ...
...
...What's of special interest for the concerned parents is that synapses grow in many areas of the brain - even without stimulation from the environment. Before the eyes of rats open, for instance, synaptic growth proceeds according to its own biological timetable.

Moreover,extra stimulation is not always good. An example of "more is not always better" comes to us from the neonatal nursery. On the increasingly prevalent cultural assumption that more stimulation is better and that it is never too early to start, neonatal units used to be filled with bright lights and soothing but stimulating sounds. Scientists later found, however, that the sounds and lights of the neonatal care units were actually contributing to problems of attention deficit and hyperactivity. So now the units are darkened and softened to resemble the environment nature had intended these babies to experience - that dark and muffled place called the womb.

作者: 柚子蜂蜜 时间: 2007-6-30 06:25
可是我们并不想把孩子培养成爱因斯坦。爱因斯坦也的确不是培养出来的。没有功利心，是早教的最基本起码的要求。教育孩子就是陪孩子玩的一部分。所以就不存在过度教育的问题。

作者: gajidouma 时间: 2007-6-30 12:04

原帖由 柚子蜂蜜 于 2007-6-30 06:25 发表
可是我们并不想把孩子培养成爱因斯坦。爱因斯坦也的确不是培养出来的。没有功利心，是早教的最基本起码的要求。教育孩子就是陪孩子玩的一部分。所以就不存在过度教育的问题。

But.... Easier to say then to do.... 不要忘了所谓寓教于乐里还是有个“教”字，只是披了层外衣。不是唱反调，只是想说我们所不知道的东西太多太多，兼听则明啊。

作者: 柚子蜂蜜 时间: 2007-6-30 14:49
嗯,怎么说呢,过尤不及,任何事情都有两面性的.但是什么都不教的孩子真的比重视早教的家长的孩子快乐吗？对幼儿来说，没有教不教的问题。

作者: simonsoo 时间: 2007-6-30 16:19
是啊!爱因斯坦只有一个,我们的宝宝也只有一个

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