Intelligence is a unique psychological activity of comprehensive wisdom and talent. It is people’s cognitive ability, including the ability to perceive things, memory, imagination, thinking and creativity, which is what we usually call the degree of intelligence.
Children’s intelligent structure is generally summarized into four aspects:
① Movement energy: it reflects children’s posture, head balance, sitting, standing, climbing, walking, running, jumping and the ability to use fingers. These motor abilities constitute the starting point for the estimation of children’s maturity. ② Material ability: it reflects children’s ability to analyze and synthesize external things, that is, to use past experience to solve new problems. ③ Speech ability: reflects children’s listening, understanding and language expression ability. ④ Should be able to reflect children’s living ability and ability to communicate with people, which is related to the integrity of neuromotor and intelligence.
Children’s intelligence test is conducted through action, homework, answering questions, doing arithmetic problems, jigsaw puzzles, understanding word meaning and so on. It is an indirect measurement method, so it has its limitations. Its limitations are:
① Intelligence test can not measure children’s intellectual potential. It can only measure children’s intellectual performance. Even if it measures intellectual performance, it is difficult to accurately explain the whole situation of intelligence with limited test questions.
② Intelligence test can only measure some performance of intelligence in a certain period of time, but can not predict people’s intellectual development. It is incorrect and harmful to try to determine a person’s lifelong development future through an intelligence test.
③ The reliability of intelligence test largely depends on how it is designed. Only a well-designed, detailed and scientific method is reliable. In addition, the design of the project is affected by the nationality and cultural status of the designer.
④ During intelligent examination, satisfactory and objective results may not be obtained, which is often related to children’s subjective emotion, examination environment, etc.
In short, all kinds of intelligence examination methods can not be used as the only standard to evaluate children’s intelligence level. We must combine the various abilities shown by children in daily life and the evaluation of children’s intelligence by school teachers, parents and neighbors, and make more objective conclusions through analysis and synthesis.
