美國心理學會20個資優學生教與學的原則及其啟示

The Implication of the Top 20 Principles from Psychology for PreK-12 Creative, Talented, and Gifted Students' Teaching and Learning

李家兆(Chia-Chao Li)

《資優教育季刊》 151期 (2019/12) Pp. 35-40

https://doi.org/10.6218/GEQ.201912_(151).35-40

摘要

本文主要在介紹美國心理學會學校與教育心理學小組出版的20個資優學生教與學的原則，分別從「學生如何思考與學習？」、「學生的動機是什麼？」、「為什麼社會脈絡、人際關係與情緒幸福感對學生的學習重要？」、「課堂如何能被有效的管理？」及「教師如何評量學生的進步？」五個向度進行說明與探究，並反思其對我國資優教育的啟示，希望透過本文能讓更多現場教師及研究者對此有所關注，更能從心理學的研究出發，理解資優學生的學習需求。

關鍵字

資優教育 ； 心理學 ； 教 ； 學

並列摘要

The paper focus on the implication of the Top 20 principles from psychology for preK-12 creative, talented, and gifted students' teaching and learning, that was released by the Coalition for Psychology in Schools and Education, American Psychological Association. It is hoped that this paper would contribute to future work on Taiwan's gifted and talented education.

並列關鍵字

gifted and talented ； psychology ； teaching ； learning

參考文獻

Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11(3), 75-113. doi: 10.1007/s10567-008-0036-x

特殊教育法（2019）。中華民國一百零八年四月二十四日總統華總一義字第 10800039361 號令修正公布。

American Psychological Association, Center for Psychology in Schools and Education. (2017). Top 20 principles from psychology for preK-12 creative, talented, and gifted students’ teaching and learning. Retrieved from http://www.apa.org/ed/schools/teaching-learning/top-twenty-principles.aspx

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.