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The Dark Side of the “Gifted” Label: How Educational Tagging Harms K12 Students’ Mental Health

This article explores how the “gifted” label creates a double bind in K12 education: unrecognized students develop inferiority complexes while labeled children shoulder crushing expectations. We examine the educational ethics behind simplistic tagging and propose healthier alternatives. Keywords: giftedness, educational labeling, social expectations, psychological pressure.

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AI in the Classroom: Balancing ChatGPT Integration with Critical Thinking Development in K12 Education

This article explores strategies for effectively integrating large language models (LLMs) like ChatGPT in K12 education while maintaining students’ critical thinking development. Learn practical methods for educators to balance AI tools with traditional learning approaches. Keywords: LLMs integration, critical thinking, educational methods.

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Academic Excellence, Learning Enhancement, Neurosurgery: Supporting Gifted Students on Their Path to Neurosurgical Careers

This article explores how to provide suitable educational resources and support systems for academically gifted K12 students to help them achieve long-term career goals like neurosurgery. It analyzes challenges faced by gifted learners and offers practical strategies for maintaining academic passion while accessing deep learning resources.

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天才标签,教育系统,社会期望(英文): The Myth of “Gifted” Label: Hidden Psychological Chains in K12 Education

This article examines the dual negative impacts of “gifted” labels in K12 education systems, revealing how this seemingly positive designation harms both labeled and unlabeled students. It emphasizes the need for more inclusive, growth-oriented learning environments that prioritize psychological well-being over fixed labels.