Their information processing speed is faster than that of ordinary children. The so-called supernormal is divided into broad sense and narrow sense. Supernormal in a narrow sense refers to having some magical ability that ordinary people don't have, such as never forgetting anything. In a narrow sense, gifted children are often accompanied by such problems. Their education belongs to the category of special education. Generalized supernormal means that the distribution of a certain ability in the population is in the top 2~3%. Educational theory generally refers to the latter, which is called zy children in Hong Kong. There are two main ways to educate gifted children in the world-accelerating education and expanding education. Acceleration means shortening the academic system, allowing zy's children to finish primary school courses ahead of time, go to middle school ahead of time, go to college ahead of time, and so on. In our country, the education of supernormal children, such as the students in Grade 8 middle school or junior college, mainly adopts this education mode, and the supernormal classes also adopt the accelerated training mode. The cooperation with the Institute of Psychology of Chinese Academy of Sciences has been carried out for a long time. I finished my previous six-year primary school curriculum in four years, and then I docked with Class 3 of No.8 Middle School (I recently heard that it was changed to five years, and the relationship with Chinese Academy of Sciences and No.8 Middle School is said to be not close, and the specific details need to be verified). Outward bound education is a popular educational model for gifted children in China in recent years. Since 2005, the Institute of Psychology of Chinese Academy of Sciences has cooperated with Yucai in the experimental class. Under the premise of not shortening the school system (from primary school to high school in 12 years), this model enables these children with strong abilities to develop more comprehensive abilities, which is the so-called "liberal arts education". The original intention is even to let them learn piano, chess, calligraphy, painting, poetry and so on outside the courses prescribed by primary schools. However, due to limited conditions, it is said that what they can do now is to practice outside the school one day a week. Although the theories of the two models sound very different, in fact, the school is not completely different from what we imagined at the operational level. For example, what I know about the third class of No.8 Middle School is not to let children study hard, but to carry out a variety of colorful activities. The children in the elementary class not only have good book knowledge and good exams, but also have no inferior quality and ability in all aspects. Therefore, it can be inferred that the extraordinary class of educating people must also pay great attention to the quality education of children. At the same time, the quality of children is there. After all, it is not that kind of partial subject, and it has strong learning ability, and other aspects are also highly related. Therefore, the training modes of the two schools are basically different. As for which training mode is better, people have different opinions and there is no conclusion. In the past, some parents reported that the evaluation results of extraordinary classes in the two schools were completely different. This is entirely possible. First of all, the evaluation of the two schools is different. As far as I know, the extraordinary class of educating people examines the depth and breadth of children's knowledge, while the extraordinary class of becoming a talent examines children's thinking ability (similar to IQ test). In addition, any evaluation has errors. In fact, at present, the way parents sign up for school evaluation is not necessarily to select exceptional children in a strict sense, but to put these children with strong learning ability in a class for education through evaluation. Therefore, on the one hand, there is no need to demonize this extraordinary class, as if what the children in the extraordinary class will look like or what they will look like in the future. On the other hand, I personally think that both kinds of children are suitable for a try. First, children have some abilities that surprise you, such as being particularly sensitive to a certain aspect and showing extraordinary abilities without teaching. However, in kindergartens, teachers often think that they are problem children, who are either hyperactive and disobedient or have poor communication with other children, so it may be beneficial to put such children in extraordinary classes. Secondly, many parents who have no access suffer from the difficulty for their children to find a good school, and think that their children's learning ability is not bad, so the extraordinary class can be regarded as leaving a crack in the door for these children. Finally, I want to talk about the topic that ordinary children are often mentioned and then mediocre. A person's life is a process of continuous development. Everyone's development speed in all aspects is not uniform, some stages are fast and some stages are slow, just like a person's height growth is fast for several years and slow for several years, and the development speed of different people at different stages is also different. The so-called supernormal only means that at the present stage, children of the same age are developing better, so at some stage in the future, if his or her development slows down and other children catch up, he or she will not be so supernormal, which is also normal.