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題名：臺灣中小學資優教育銜接與資優學生學習適應研究
書刊名：教育心理學報
作者：郭靜姿 引用關係／張書豪／廖釗君／陳錦雪／林燁虹／于曉平 引用關係／蔡明富 引用關係
作者(外文)：Kuo, Ching-chih／Jang, Shu-hau／Liao, Chao-chun／Chen, Chin-hsueh／Lin, Yeh-hung／Yu, Hsiao-ping／Tsai, Ming-fu
出版日期：2020
卷期：51:3
頁次：頁415-442
主題關鍵詞：未來生涯；生活適應；資優教育銜接；資優學生；學習發展；Connection of gifted education；Future career；Gifted students；Life adaptation；Learning development
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:65
  • 點閱點閱:2
本研究透過「特殊教育通報網」、「臺灣資優學生追蹤與支持平臺」與「資優生學習問卷」編製，探討資優學生教育銜接與其對學習適應的看法。本研究先協商特殊教育通報網增置通報欄位，將資優學生畢業升高一級教育階段接受資優教育服務的情形納入通報；其次邀集相關專家學者等進行焦點座談後，規劃「臺灣資優學生追蹤與支持平臺」，並編製線上版「資優生學習問卷」，以便蒐集資優學生學習適應資料。「資優生學習問卷」包含國小、國中與高中共三份調查問卷，預試結果具有良好的信度與效度。問卷另編有12個核心題目，以進行跨教育階段之比較。另外，基於關懷弱勢學生接受資優教育服務的情形，本研究亦調查雙重殊異學生占資優學生總數的比率。本研究有如下發現：1.國小資優學生銜接國中資優教育服務的比率僅35.2%，國中資優學生銜接高中資優教育服務的比率僅24.0%。整體言之，資優學生銜接至高一個教育階段接受資優教育服務的比率偏低。2.由高中資優班學生升大學之學門統計發現，數理資優班學生進入理工醫相關學門之人數占85.2%；語文及人社資優班升學語文及人社相關學門之人數占86.8%，顯示高中資優班學生之學術專長與大學就讀科系相符。3.各教育階段雙重殊異學生人數平均僅占全體資優學生人數1%，此項比率較他國雙重殊異學生占全體資優或身心障礙學生比率偏低。4.各教育階段資優學生對於在資優班之「學習發展」、「生活適應」與「未來生涯」的看法在四等量表中，介於2.92～3.56，態度傾向正向。5.不同性別之資優學生的各項學習適應比較發現，國小女性資優生較男性資優生的生活適應佳；但高中階段的生活適應與未來生涯等態度卻較男性資優學生低。6.國小資優學生普遍在學習發展、生活適應與未來生涯等態度優於國中資優學生與高中資優學生；國中資優學生亦優於高中資優學生。根據研究結果，本研究在最後提出相關建議供教育主管機關決策參考。
This study investigated the educational connection, learning development, life adaption, and future career of gifted students in primary and secondary schools in Taiwan. Data were collected through the national Special Education Transmit Net, a collection of special education information in Taiwan, and the self-designed Taiwan Longitudinal Study and Gifted Support Network website after focus discussions with experts. Data of the connection between gifted education services and perspectives on learning adaptation of the gifted students in primary and secondary schools were also collected using an online survey questionnaire. Each subquestionnaire encompassed 12 core topics to track the students' cross-stage development. It had good reliability and validity. Additionally, based on the care for disadvantaged students to receive gifted education services, this study investigated the ratio of twice-exceptional students to the total number of gifted students. The results of the questionnaire and analysis of variance (ANOVA) are presented as follows: 1. A lower rate of educational connection was found: 35.2% of primary school gifted students attended gifted programs in junior high schools, but the educational connection rate for the junior high school gifted students who attended to the senior high school gifted programs decreased to 24.0%. 2. Educational services helped the gifted students select their university major: 85.2% of mathematically and scientifically gifted students chose majors in the relevant fields of science and engineering; 86.8% of gifted students in the language art areas chose majors in the relevant fields of language and humanities. 3. Only 1% of all gifted students were identified as being gifted and having a disability in each of the education stages, which is lower than that identified in other countries. 4. The gifted respondents, irrespective of their learning stage, indicated that the program had a positive impact on their learning development, life adaption, and attitude toward future career. 5. Many differences were found in gifted student’s educational adaption in terms of gender and domains of giftedness, indicating different achievements among the students. Female gifted primary school students performed better than their male counterparts in terms of life adaption¸ unlike the senior high school gifted students. Additionally, mathematically and scientifically gifted senior high school students were better adjusted to life than those gifted in language and social sciences. 6. In general, primary school gifted students maintained a positive attitude toward learning development, life adaptation, and future career compared with junior and senior high school gifted students. Suggestions are proposed based on the study results for managing and tracking gifted students' education.
期刊論文
1.Karnes, Frances A.、Shaunessy, Elizabeth、Bisland, Amy(2004)。Gifted students with disabilities: Are we finding them?。Gifted Child Today，27(4)，16-21。  new window
2.蔡崇建(19880600)。國中資優學生學習方式之偏好與經驗的相適性及其與學習表現之關係。特殊教育研究學刊，4，155-170。new window  延伸查詢new window
3.吳武典、陳昭地(19990600)。我國參與國際物理與化學奧林匹亞競賽學生的追蹤研究--環境影響之探討。特殊教育研究學刊，17，297-323。new window  延伸查詢new window
4.郭靜姿(20030600)。三十年資優學生的追蹤研究：發現與啟示。資優教育，87，1-17。  延伸查詢new window
5.彭森明(20030800)。如何建置全國性教育資料庫，使其發揮最大價值與功能？。文教新潮，8(3)，37-44。  延伸查詢new window
6.秦汝炎(19880600)。資優教育品質及其影響因素探討。國立臺灣師範大學教育研究所集刊，30，左23-72。  延伸查詢new window
7.陳嘉成、陳柏霖、洪兆祥、薛人華(20180900)。劍的雙面刃--國中數學科不同成就學生學習組型差異之分析。教育科學研究期刊，63(3)，105-130。new window  延伸查詢new window
8.Perrone, K. M.、Perrone, P. A.、Ksiazak, T. M.、Wright, S. L.、Jackson, Z. V.(2007)。Self-perception of gifts and talents among adults in a longitudinal study of academically talented high-school graduates。Roeper Review，29(4)，259-264。  new window
9.郭靜姿、陳學志、梁庚辰、高淑芬、吳清麟(20190300)。數理資優大腦白質網路結構分析之研究。教育心理學報，50(3)，389-406。new window  延伸查詢new window
10.潘裕豐(20190300)。高中美術資優班學生創造力、學業成就與藝術表現之關係研究。教育科學研究期刊，64(1)，267-285。new window  延伸查詢new window
11.Barber, C.、Mueller, C. T.(2011)。Social and self-perceptions of adolescents identified as gifted, learning disabled, and twice-exceptional。Roeper Review，33，109-120。  new window
12.Barnard-Brak, L.、Johnsen, S. K.、Hannig, A. P.、Wei, T.(2015)。The incidence of potentially gifted students within a special education population。Roeper Review，37(2)，74-83。  new window
13.Cai, J.(2002)。Exploring gender differences of U. S. and Chinese students in their solution processes of solving routine and nonroutine mathematical problems。Research in Middle Level Education Online，26(1)，1-23。  new window
14.Chang, C.-Y.、Lin, P.-L.(2017)。The relationship between science achievement and self-concept among gifted students from the third international earth science olympiad。Eurasia Journal of Mathematics Science and Technology Education，13(7)，3993-4007。  new window
15.Hodge, K. A.、Kemp, C. R.(2006)。Recognition of giftedness in the early years of school: Perspectives of teachers, parents and children。Journal for the Education of the Gifted，30，164-204。  new window
16.Lo, C. O.、Porath, M.、Yu, H.-P.、Chen, C.-M.、Tsai, K.-F.、Wu, I.-C.(2019)。Giftedness in the Making: A Transactional Perspective。Gifted Child Quarterly，63(3)，172-184。  new window
17.Perrone, K. M.、Ksiazak, T. M.、Wright, S. L.、Vannatter, A.、Crane, A. L.、Tanney, A.(2010)。Multigenerational giftedness: Perceptions of giftedness across three generations。Journal for the Education of the Gifted，33，606-627。  new window
18.Perrone, K. M.、Ksiazak, T. M.、Wright, S. L.、Vannatter, A.、Hyatt, C.、Shepler, D.、Perrone, P. A.(2011)。Major Life Decisions of Gifted Adults in relation to Overall Life Satisfaction。Journal for the Education of the Gifted，34，817-838。  new window
19.Perrone, K. M.、Wright, S. L.、Ksiazak, T. M.、Crane, A. L.、Vannatter, A.(2010)。Looking back on lessons learned: Gifted adults reflect on their experiences in advanced classes。Roeper Review，32(2)，127-139。  new window
20.Peterson, J. S.、Canady, K.、Duncan, N.(2012)。Positive life experiences: A qualitative, cross-sectional, longitudinal study of gifted graduates。Journal for the Education of the Gifted，35(1)，81-89。  new window
21.Ruban, L. M.、Reis, S. M.(2005)。Identification and assessment of gifted students with learning disabilities。Theory into Peactice，44(2)，115-124。  new window
22.Sprigler, D. M.、Alsup, J. K.(2003)。An analysis of gender and the mathematical reasoning ability subskill of analysis-synthesis。Education，4(123)，27-38。  new window
23.張毓仁、柯華葳、邱皓政、歐宗霖、溫福星(20110600)。教師閱讀教學行為與學生閱讀態度和閱讀能力自我評價對於閱讀成就之跨層次影響：以PIRLS 2006為例。教育科學研究期刊，56(2)，69-105。new window  延伸查詢new window
24.Nielsen, M. E.(2002)。Gifted students with learning disabilities: Recommendations for identification and programming。Exceptionality，10(2)，93-111。  new window
25.Peterson, J.、Duncan, N.、Canady, K.(2009)。A longitudinal study of negative life events, stress, and school experiences of gifted youth。Gifted Child Quarterly，53(1)，34-49。  new window
26.Silverman, L. K.(1989)。Invisible gifts, Invisible handicaps。Roeper Review，12(1)，37-42。  new window
27.吳武典、陳昭地(19980600)。我國參與國際數學奧林匹亞競賽學生的追蹤研究--環境影響之探討。特殊教育研究學刊，16，347-366。new window  延伸查詢new window
會議論文
1.郭靜姿(2004)。學生異質、老師資優：克服學生能力殊異的教學法。資優教育方案的落實與推展研討會。臺北：國立臺灣師範大學特殊教育中心。3-13。  延伸查詢new window
2.Norton, S. M.、Park, H. S.(1996)。Relationships between test preparation and academic performance on a statewide high school exit examination。The annual meeting of the Mid-South Educational Research Association。Tuscaloosa, AL。  new window
研究報告
1.于曉平(2013)。大學環境對資優女生科學學習與生涯發展影響之追蹤與探究 (計畫編號：NSC101-2511-S-142-014)。  延伸查詢new window
2.王裕德、曾鈴惠(2011)。國立臺中女中資優班畢業學生追蹤調查實證研究。  延伸查詢new window
學位論文
1.陳明印(1989)。我國國民中小學前三屆資優班畢業生之追蹤研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
2.曾晏慧(2004)。國小資優班畢業生之追蹤研究--以台中市太平國小為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.莊佩珍(1994)。資優女性的生涯發展及其相關因素之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
4.王金蒂(2010)。國中音樂班畢業生之追蹤研究以台北縣漳和國中為例(碩士論文)。國立臺北教育大學。  延伸查詢new window
5.陳文英(2009)。台北市碧湖國小資優班畢業生之追蹤研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.蔡彥誼(2013)。新北市埔墘國小一般智能資賦優異畢業生之追蹤研究(碩士論文)。臺北市立教育大學。  延伸查詢new window
7.林怡秀(2000)。台北市提早入學資優生之追蹤研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
8.郭淑娟(1996)。國中美術班畢業生第一個十年追蹤調查研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.王文科、王宮田(1994)。資優生成年後之社會成就水準、生活適應及其相關因素之研究。國立高雄師範大學特殊教育中心。new window  延伸查詢new window
2.Terman, L. K.、Oden, M. H.(1959)。Genetic studies of genius: Vol.5: The Gifted group at mid-lite。Stantord, CA：Stanford University Press。  new window
3.行政院內政部社會司(2009)。身心障礙者權益保障白皮書。臺北：內政部社會司。  延伸查詢new window
4.教育部(2011)。高級中學數理資優班畢業生長期追蹤調查平臺建置之研究。臺中市：教育部教育部中部辦公室。  延伸查詢new window
其他
1.教育部(2019)。特殊教育通報網發展沿革，https://www.set.edu.tw/about/set_go/default.asp?mode1=C。  延伸查詢new window
2.陳昭地，張殷榮(1998)。高中語文及數理資優保送生大學畢業後之追蹤輔導研究期中報告，國立臺灣師範大學科學教育中心。  延伸查詢new window
3.蔡明富(2011)。資優學生追蹤資料庫之探索行動方案，臺北：教育部。  延伸查詢new window
圖書論文
1.Yu, H.-P.、Chang, C.-C.、Jen, E.(2017)。Taiwan。Policy and practice in science education for the gifted: Approaches from diverse national contexts。Oxford：Taylor & Francis Group。  new window
 
 
 
 
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