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題名：國小縮短修業年限學生家長對子女教育安置相關問題之個案研究
書刊名：特殊教育與復健學報
作者：蔡明富 引用關係／莊文昭
作者(外文)：Tsai, Ming-fu／Chuang, Wen-chao
出版日期：2011
卷期：24
頁次：頁107-131
主題關鍵詞：縮短修業年限；資優學生；生活適應；教育安置；Acceleration program；Gifted student；Life adaptation；Educational placement
原始連結：連回原系統網址new window
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  • 共同引用共同引用:16
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針對縮短修業年限（以下簡稱縮修）教育之研究，目前鮮少探討符合跳級至國一資格卻選擇國小六年級免修資優學生，本研究主要探討此群縮修學生家長為子女選擇免修的考量因素為何，並了解縮修學生家長對子女生活適應與教育安置的看法。本研究對象為立意選取高雄市通過國一跳級卻選擇免修的國小六年級資優學生家長共3名，採取質性研究中的個別深度訪談來蒐集和分析資料，研究結果發現：一、縮修學生家長為子女選擇免修的因素包括個人（如子女身心發展）、學校（如減少課業壓力、充實學習能力、行政宣導不足、時間銜接不易）及家庭（如交通接送困難及教養負荷過重）因素。二、在學習適應上，縮修學生家長認為，單科免修子女在特定學習科目之學習態度更為積極，惟全部學科免修的子女在整體學習態度變消極；另子女參與免修有利學習多元課程及充實弱勢課程，且在學習成就並無負面影響；在人際適應會因免修科目數有所不同，單科免修的子女在人際適應未受到影響，全部學科免修子女與家長互動頗佳，但在同儕互動待加強；在個人適應會表現情緒調適良好及自我概念提升。三、縮修學生家長對子女教育安置感到滿意原因為孩子可減少學習壓力、避免重複學習時間浪費及增加學習廣度；不滿意的原因有師資來源缺乏、教學場所難尋、課程規劃負擔過重、縮修資訊不足及縮修計畫撰寫困難等問題。
The purpose of this study was to explore the educational placement of elementary gifted students who were in acceleration programs in Kaohsiung city. This study employed the qualitative research as the methodology. Three parents of gifted students who were in acceleration programs were recruited as the participants of the study. The data were collected mainly thorough interviews. The results revealed that: 1. The gifted students’ parents who were unwilling to adopt grade skipping had three reasons: personal factors (e. g., early entrants’ readiness), school factors (e. g., learning and administration resources) and home factors (e. g., traffic time and child-caring). 2. The gifted students’ parents were aware that there were positive and negative effects of children’s participation in the “free from taking courses＂ program. The advantages of learning adjustment included positive learning attitude provision of enrichment curriculum and compensation for weak abilities. The interpersonal adjustment was partly negative in relationship with peers. The parents considered that adopting the “free from taking courses＂ program could enhance students’ emotional adjustment and self-concept. 3. The viewpoints of the parents agreed that the educational placement policy for the gifted students reduced the academic pressure and the enrichment curriculum could enhance the children’s abilities. The educational placement policy they disagreed about included a lack of sources of teachers, teaching places, curriculum designs, and the information and plan of acceleration programs.
期刊論文
1.郭靜姿(20000900)。談資優生縮短修業年限的鑑定與輔導方式。資優教育，76，1-11。  延伸查詢new window
2.郭靜姿、蔡尚芳、王曼娜(19980600)。跳級資優生之生活適應分析。特殊教育研究學刊，16，379-400。new window  延伸查詢new window
3.何秋蘭、陳幼君(1994)。資賦優異學生縮短修業年限之輔導。國小特殊教育，16，46-49。new window  延伸查詢new window
4.陳幼君(1992)。臺北市民生國小資賦優異縮短修業年限之畢業學生追蹤調查報告。資優教育季刊，43，26-27。  延伸查詢new window
5.陳美芳(1996)。資優學生身心特質與評量。教育資料集刊，13-26。new window  延伸查詢new window
6.Southern, W. T.、Jones, E. D.、Fiscus E. D.(1989)。Practitioner objections to the academic acceleration of gifted children。Gifted Child Quarterly，33(1)，29-35。  new window
7.Benbow, C. P.(1997)。Mathematically talented children: Can acceleration meet their educational needs。Handbook of gifted education / N. Colangel & G. Davis (Eds.)，154-165。  new window
8.Brody, L. E.、Assouline, S. G.、Stanley, J. C.(1990)。Five years of early entrants: Predicting successful achievement in college。Gifted Child Quarterly，34(4)，138-142。  new window
9.Brody, L. E.、Benbow, C. P.(1987)。Accelerative strategies: How effective are they for the gifted。Gifted Child Quarterly，31(3)，105-110。  new window
10.Feidhusen, J. F.、Moon, S. M.(1992)。Grouping gifted student: Issue and concerns。Gifted Child Quarterly，36(2)，63-67。  new window
11.Gross, M. U. M.(1992)。The use of radical acceleration in cases of extreme intellectual precocity。Gifted Child Quarterly，36(2)，91-99。  new window
12.Gross, M. U. M.(1994)。Radical acceleration: Responding to academic and social needs of extremely gifted adolescents。Journal of Secondary Gifted Education，5(4)，27-34。  new window
13.Heinbokel, A.(2002)。Acceleration: Still an option for the gifted。Gifted Education International，16，170-178。  new window
14.Kulik, J. A.、Kulik, C. C.(1984)。Synthesis of research on effects of acclerated instruction。Educational Leadership，42(2)，84-89。  new window
15.Kulik, J. A.、Kulik, C. C.(1992)。Meta-analytic findings on grouping programs。Gifted Child Quarterly，36，73-77。  new window
16.Lupkowski, A. E.、Whitmore, M.、Ramsay, A.(1992)。The impact of early entrance to college on self-esteem: A preliminary study。Gited Child Quarterly，36(2)，87-90。  new window
17.Olszewski-Kubilius, P.(1998)。Early entrance to college: Students' stories。Journal of Secondary Gifted Education，10，226-247。  new window
18.Rimm, S. B.、Lovance, K. J.(1992)。The use of subject and grade skipping for the prevention and reversal of underachievement。Gifted Child Quarterly，36(2)，100-105。  new window
19.Stanley, J. C.(1985)。How did six highly accelerated gifted students fare in graduate school。Gifted Child Quarterly，29(4)，180。  new window
20.Swiatek, M. A.(1993)。A decade of longitudinal research on academic acceleration through the study of mathematically precocious youth。Roeper Review，15(3)，120-124。  new window
研究報告
1.吳昆壽(1999)。國民教育階段跳級及提早入學資優生學習與生活適應調查研究 (計畫編號：NSC88-2614-H024-0)。臺北市：中華民國行政院國家科學委員會。  延伸查詢new window
2.蔡典謨(2005)。資賦優異學生縮短修業年限實施成效研究。臺北市。  延伸查詢new window
學位論文
1.何瑞枝(2004)。高雄市國中英語科縮短修業年限實施成效之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
2.朱怡勳(2005)。高雄市國小縮短修業年限學童生活適應之研究。國立高雄師範大學，高雄市。  延伸查詢new window
3.陳炫佚(2007)。高雄市國小資賦優異學生縮短修業年限實施方案之調查研究。國立台南大學，臺南市。  延伸查詢new window
4.鄭綺瑩(2008)。國小實施資賦優異學生縮短修業年限現況調查研究。國立台灣師範大學，臺北市。  延伸查詢new window
5.謝佳諺(2009)。國小通過縮短修業年限鑑定接受與未接受安置學童在數學學業成就及生活適應之研究。國立高雄師範大學，高雄市。  延伸查詢new window
圖書
1.Bogdan, R. C.、Biklen, S. K.(2007)。Qualitative research for education: An introduction to theories and methods。Allyn & Bacon。  new window
2.高淑清(2008)。質性研究的18堂課：揚帆再航之旅。高雄：麗文文化。  延伸查詢new window
3.Patton, Michael Quinn、吳芝儀、李奉儒(1999)。質的評鑑與研究。桂冠圖書股份有限公司。  延伸查詢new window
4.Colangelo, N.、Assouline, S. G.、Gross, M. U. M. Eds. .(2004)。A nation deceived: How schools hold back America's brightest students。Iowa City, IA。  new window
5.Gross, M. U. M.、van Vliet, H. E.(2003)。Radical acceleration of highly gifted children: An annotated bibliography of international research on highly gifted children who graduate from high school three or more years early。Sydney, Australia。  new window
6.VanTassel-Baska, J.(2005)。Acceleration strategies for teaching gifted learners。Waco, TX。  new window
7.Walberg, H. J.、Reynolds, M. C. Eds. .(1994)。Handbook of special and remedial education: Research and practice。St. Louis, MO。  new window
8.Schiever, S. W.、Maker, C. J.(1997)。Enrichment and acceleration: An overview and new directions。Handbook of gifted education。Boston。  new window
9.Southern, W. T.、Jones, E. D.(1991)。Academic acceleration: Background and issues。The academic acceleration of gifted children。New York。  new window
10.Southern, W. T.、Jones, E. D.、Stanley, J. C.(1993)。Acceleration and enrichment: The context and development of program options。International handbook of research and development of giftedness and talent。Oxford。  new window
其他
1.高雄市政府教育局(2000)。高雄市國小資賦優異學生縮短修業年限實施方式參考範例。  延伸查詢new window
 
 
 
 
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