偏鄉國小發展創造力資優教育方案之研究

本研究旨在了解偏鄉國小發展創造力資優教育方案及創造力資優學生在方案中的學習成效，探究偏鄉創造力資優教育方案的實施方式、學生在不同主題方案的學習成效以及實施困境。本研究採取個案研究法，選取苗栗縣一所偏鄉國小，曾經參與此方案的校長、老師、學生及家長為本研究的參與者，以自編半結構式的訪談大綱做為研究工具，蒐集過去在資優教育方案中整個課程的設計與發展，學生的學習歷程，以及親師生之省思回饋。綜合分析質性研究資料的內容，本研究的結果歸納如下：一、資優教育方案課程發展的重要核心要點，在課程設計上須具備創新性、前瞻性以及多元求變的觀點；在偏鄉的資優教育方案以多元智能理論做課程規劃與設計架構，結合在地文化的課程，以及專業的師資安排讓學生獲得最大的學習效益。二、該校以創造力資優教育方案為主，在課程中以創造力潛能開發及主題式充實課程模式做為課程設計的主軸，採小組合作學習、獨立研究、區分性的教學。三、學生在資優教育方案的學習歷程中，增進對家鄉文化的認同感，參與社會服務學習，體會團隊合作溝通表達的重要性，獲得成功經驗帶來自信與成就感，正向支持改變負面行為擺脫自卑感，學會處事的態度，經由課程活動中擴大學習與生活的視野，體驗到許多難得的人生經驗。四、資優教育課程可以啟發強化學生的優勢能力，資訊科技融入課程為社區帶來改變，帶領新住民融入社區與學校，增進親子關係。五、偏鄉資優教育的實施困境：在學校方面，資優課程發展與課程決定缺乏專業師資的傳承、共識與意願，資優教育經費有限；在家長方面，家長的視野不夠長遠，孩子的學習深受家長的影響，以及社區的參與認同感不足。根據研究結果，提供實務工作者及未來研究者幾項具體之建議，做為未來實施偏鄉資優教育方案之參考。關鍵詞：偏鄉資優教育、創造力資優教育方案

關鍵字

偏鄉資優教育；創造力資優教育方案

並列摘要

The purpose of this study was to understand the development of the gifted education program in the rural areas and the learning process of the gifted students in creativity programs, to explore the implementation methods of the gifted education programs in the rural areas, the students' learning process in different topics, and the implementation difficulties. This study adopted a case study method. The principal, teachers, students, and parents of the elementary school in Miaoli County were used as research participants, and a semi-structured interview outline was used as a research tool to collect the entire curriculum in the gifted education program. The design and development of curriculum, the learning process of the students, and the reflections of the parents, teachers and students. Comprehensive analysis of the content of qualitative research data, the results of this study were summarized as follows: 1. The important concept for curriculum development of gifted education program must have innovative, forward-looking and diversified perspectives in curriculum design; multiple intelligences theory was used as a framework for curriculum planning and design of this rural gifted education programs. Local cultural courses and professional teacher arrangements allowed students to obtain the maximum learning benefits. 2. The school mainly focused on creative gifted education programs, and used the creative potential development and thematic enrichment curriculum mode as the main axis of curriculum design in the curriculum. It adopted group cooperative learning, independent study, and differentiated teaching. 3. During the learning process of gifted education programs, students gained a sense of identity with their hometown culture, participated in social service learning, and appreciated the importance of teamwork and communication expression. Gaining a successful experience brought self-confidence and a sense of accomplishment, and the positive support changed the negative and got rid of the feeling of inferiority, learned how to deal with things, and enlarged the vision of students in the process to gain rare precious life experience. 4. The gifted education curriculum strengthened students' superior abilities, the integration of information technology brought changes to the community, led new residents to integrate into the community and schools, and enhanced parent-child relationship. 5. Difficulties in the implementation of gifted education in rural areas: In terms of schools, there was no professional teachers to undertake gifted curriculum development and curriculum decisions, lacked of joint discussions, and limited funding for gifted education. In terms of parents, parents' vision were not long-term and children’s learning were restricted by parents and the community lacked of agreement. Based on the results of the study, some practical suggestions were provided for practitioners and researchers as a reference for the implementation of the rural gifted education program in the future. Keywords: gifted education in rural areas, creativity gifted education program