本研究旨在檢討我國資優教育政策現況及其影響因心。首先根據中外文獻，建構資優教育政策研究理論架構，說明資優教育政策位階、政策來源及影響因心。其次以自編「我國資優教育政策問卷」進行調查，問卷內容包括教育態度、基本認知、推展理由、基本策略、?援系統及安置模式等六方面。本調查問卷以49名教師樣本進行動測信度考驗，一致性百分率平均為80%。調查對象共分四類八組：(1)專家學者(含特教領域與非特教領域)，(2)行政人員(含教育行政與學校行政)，(3)教師(含資優班與非資優班)，(4)學生家長(含資優生學生家長與普通生學生家長)。共發出問卷1,500份，有效回卷為1,162份(佔77.47%)，經百分比分析、卡方考驗、單因子變異數分析，主要發現如下： 1.一般認為資優教育一詞頗為允當，惟也認為資優教育策不明確，對法律有關資優教育之規定也多茫然不知。 2.一般認為現階段雖尚重視資優教育，但應再加強，與普通教育及障礙教育並進推展，主要理由為「因材施教」與「為國育才」，惟資優班應避免受升學生主義影響，成為「超級升學班」，在目標上應兼重個性發展與環境調適。 3.在資優教育行政上，多認為應有專責單位，統籌辦理，在學制上應保持最大彈性(包括修業年限及升學管道)， 4.關於教育安置，多數對於設立資優教育特殊學校持審慎態度，惟頗贊成設重點學校；至於「集中式」或「分散式」之編班，則利弊互見，不同身份之對象，見仁見智。 5.在資優教育方案設計上，多認為應加強彈性課程、郋蹤研究與支持環境。 根據文獻探討與問卷調查結果，本論文歸納我國資優教育政策的特色、面臨的問題及其影響因素，最後並提出八項政策性之建議。

　　　　　The purposes of this study were to explore current status and influencing factors of gifted and talented education (GATE) in Taiwan, R.O.C. A framework of gifted education policy was first proposed. The formation of gifted education policy, using USA and other major developed countries as examples, was discussed. A review of the Asia-Pacific scene in optimizing national excellence revealed a critical influence of the culture's philosophy of education. A survey study on gifted education policy in terms of public attitude and knowledge, justification, strategy, support system, and placement was carried out. The samples, comprised of 1,162j subjects in total, were derived form the following groups: experts, administrators, teachers, and parents. The major findings were as follows: 1.The term "giftedness" or "gifted and talented" was widely accepted. 2.The majority of the subjects highly valued the GATE and, in general, noticed that GATE being emphasized, except for the parents of the gifted who were demanding for greater enhancement. However, most subjects saw no clear policies and legislation in this regard. 3.for the purposes of individual potential development and cultivating useful talents for the society, there was an overwhelming agreement of upgrading the GATE and being parallelly developed along with general education and education for the disabled. However, GATE should avoid becoming only a tool for entering the best higher level of schools. It was commonly agreed that the purpose of GATE was twofold: individuality development and social adjustment. 4.In terms of administration, it was suggested that an authority in charge of GATE was needed, the educational system be flexible, and GATE teachers be specially trained. 5.In terms of placement, the selective school was much prefered than the special school for the gifted/talented. On the other hand, there was no clear preference on special class model and "pull-out" program, both were accepted by the majority of the subjects. 6.In terms of program design, it was highly suggested that more flexible curriculum and instruction be adopted and the follow-up study and support system be enhanced. Based on the review of the literature and the survey study, the characteristics of gifted education policy in Taiwan, R.O.C. and the influencing factors were summarized. Suggestions regarding improving GATE education in terms of policy and basic strategy were made at last.