資優班科學與人文充實課程之規劃與實施示例

Enrichment Carriculum in Both the Natural and Social Sciences for Gifted Youth

陳勇祥(Yung-Hsiang Chen)

《資優教育季刊》 127期 (2013/06) Pp. 33-40

https://doi.org/10.6218/GEQ.2013.127.33-40

摘要

高中資優生具備高度學科學習能力，但在科學與人文素養方面卻未必兩者兼備。因此，本課程在科學與人文素養的基礎上而發展，帶領學生探訪七股潟湖及四草溼地生態區，並融入閩南、紅毛、日治、明鄭等議題，讓學生釐清歷史脈絡與體驗不同文化，培養學生討論、分享、溝通、交流與表達能力。此外，也鼓勵學生運用科學方法以培養思考邏輯、高層次思考技能以解決問題，並延伸主題、拓展視野與提升探究能力。

關鍵字

科學 ； 人文 ； 充實課程

並列摘要

The high school gifted students usually have high specific academic abilities, but not all gifted individuals possess high abilities both in science and in the humanities or social sciences. The program offers interdisciplinary curriculum in both natural and social sciences. Activities include ecological tours to Chiku Lagoon and Sihcao Wetlands addressing environmental concerns, discussions regarding historical issues, and experiences with different cultures. The students are able to develop their logical thinking skills. They are also encouraged to develop creative and higher-order thinking skills to solve problems, and further, to broaden experiences and improve abilities to explore.

並列關鍵字

sciences ； humanities ； enrichment curriculum

參考文獻

Renzulli, J. S.(1994).Schools for talent development : Practical plan for total school improvement.Mansfield Center, CT:Creative Learning.

Renzulli, J., S.(1977).The Enrichment Trial Model : A guide for developing defensible programs for the gifted and talented.Mansfield, CT:Creative Learning.

吳武典(1996)。我國資優教育行政與體制的檢討與改進芻議。資優教育季刊。59，1-10。

林良惠(2002)。Renzulli 全校性充實課程模式對九年一貫課程的影響。資優教育季刊。84，18-21。

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