本研究主要目的在探討資優教育中有關獨立研究課程的規劃及其實施成效。以CIPP（context, input, process, and product）評鑑模式設計問卷與訪談重點，瞭解台灣地區國小132 名資優教育教師對於實施獨立研究課程的現況及其實際感受。經由次數分配、t 考驗及單因子變異數分析等統計分析。主要發現如下：一、獨立研究課程的現況分析：北部與南部地區，幾乎全面實施分散式教育安置，教師較可以專心於獨立研究的教學，且學生作品精彩度高。而中部地區，學校大多以設置集中式資優班為主，採包班制教學，有一般教學進度的壓力。二、獨立研究課程的規劃及其成效： （一）背景評鑑：分散式資優班教師在獨立研究課程教學上，較有計畫、且較常自訂課程綱要或架構，較能事先評估學生的需求。 （二）輸入評鑑：學校仍是資優生獨立研究課程的設備或資源的主要來源、其次依序是家長、社區中的社教機構等，其中學校以圖書館提供圖書最多、其次依序是視聽設備，而電腦與網際網路最少。至於教材來源以自行設計編輯的最多，其次是本校資優班教師編輯的，而直接使用坊間教材較少。 （三）過程評鑑：分散式資優班教師較能將教學重心放在資優生加深加廣的課程上，較有時間及精神，專注於獨立研究的指導及研究步驟與方法程序上的監控。就整體而言，資優班教師進行獨立研究的教學時，通常可以執行至階段二：獨立研究階段；至於階段三：專題討論階段仍約有四成。 （四）成果評鑑：資優班教師對教學成果的感受較趨一致，而且平均數均在3.5 左右，教師對學在獨立研究成果的表現上，尚屬滿意。而多數資優班教師認為若要增進獨立研究教學成效，應進行課程的評鑑，設計教學回饋系統。 依據上述研究結果，本研究提出一些具體做法，以供教育行政機構及學校在規劃資優生獨立研究課程與教學上之參考。

The main purpose of this research was to explore the planning and development of independent study program (ISP) in the gifted education (GE) The CIPP (context, input, process, and product) evaluation approach was adopted to design the survey of this study in hoping to understand the results of how the ISP has been put into practice by the 132 teachers in gifted program. The main findings were derived as a result of a series of statistical analyses such as frequency distribution, t-test, and ANOVA tests as follows： 1.Current situation of ISP：The resource classes of GE are provided in most area around northern and southern Taiwan. Teachers are more devoted in ISP and students have better performance. However, self-contained classes were settled in central Taiwan, schools are less concerned about the ISP. 2.The planning and development of ISP： （1） Context evaluation： GE teachers of the resource classes performed significantly better in this survey. （2）Input evaluation：I）Facilities and library in school are the main resource for the gifted students to do their independent study. Others come with parents, educational institutions in the community, and so forth. II) The majority of the teaching materials are designed, edited and used by the GE teachers than the commercial material. （3）Process evaluation：I） The GE teachers of the resource classes tend to provide more assistance in methodology, and furnish their students a diversified and enriched learning environment.II) The GE teachers conducted the ISP, they could usually reach the stage II: independent study stage (54.3%) and stage III: topic discussion stage (38.6%) III) （4）Product evaluation：All GE teachers held consistent opinion towards their teaching of ISP. They were quite satisfied with the performance of their students and their own teaching.