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Academic burnout of basic education is widespread in varying degrees in the global scope, and such situation is particularly serious in Chinese primary and secondary schools. International research has rarely mentioned the concept of academic burden, which is mainly described in other similar concepts, such as academic burnout, academic stress, academic depression and academic anxiety. In addition, studies in other countries have paid more attention to the negative influence of academic load on students’ body and mind. Based on international perspective, the paper clarifies the somatic and psychological symptoms, behavior and attitude symptoms and symptoms of academic burnout caused by heavy academic burden, analyzes the influence factors of academic burden, and compares the function and applied scope of inventories and scales for academic burden. Findings enlighten us to focus on the teaching situations and students’ nature, increase empirical research and quantitative research of academic burden, put forward evidence-based, operational and pragmatic strategy of alleviating academic burden.

For a long time, the U.S. government has paid great attention to gifted education, issuedmany educational acts and standardized about gifted education, whichprovides high effect in the fields of theory, model and practice of gifted education. From the perspective of industrialization of Educationof giftedness and practice of gifted education teachers, six aspects of standards are analyzed, including studying and development, identification and evaluation, curriculum and teaching, learning environment, project implementation and professional development of gifted education teachers. Combining the actual conditions of gifted education in China, several enlightenment could be drawn as setting goals by educational outputs, adhering to fair principle, paying attention to growth environment, focusing on professional development, perfecting the systems of evaluation and supportinggifted programming for expecting long-term returns.