我國高級中等學校資優教育評鑑指標建構之研究

本研究主要依據文獻探討資優教育政策的發展脈絡，並建構高級中等學校資優教育評鑑指標。研究設計以蒐集文獻及政策計畫分析方式，透過10位專家審題之專家效度調查問卷，問卷分兩部分，第一部分以模糊德懷術(Fuzzy Delphi Technique)了解專家學者對指標共識性程度，第二部分層級分析法（Analytic Hierarchy Process, AHP）進行指標相對權重比較，建構出分「層面-向度-指標」三層級架構之整體指標權重體系，共計3個層面、9個向度及36項指標。研究結果與結論如下：一、資優教育與十二年國教課程兩者發展朝相互調適觀點(mutual adaptation perspective)，以關注在學生適性教育自主學習需求為趨勢。二、本研究建構之高級中等學校資優教育評鑑指標體系皆具適切性。三、最高權重層面為「師資與課程」，並以「師資專業」為該層面整體權重最高向度。四、最高權重向度為「鑑定安置」，並以「資優鑑定工作小組」為該向度整體權重最高指標。五、次高權重向度為「自主學習」，並以「獨立研究及多元創作」為該向度整體權重最高指標。六、第三高權重向度為「師資專業」，並以「教師專業社群及共備課程教學」為該向度整體權重最高指標。七、前三分之一較高權重指標，歸屬在第一層級層面之「師資與課程」，集中歸屬向度之「師資專業」、「課程發展」、「有效教學」。最後，根據研究結果，建議應根據十二年國民基本教育課綱規範及理念，調校高級中等學校資優教育評鑑指標及並檢討施政計畫之資源分配，分別對教育主管機關、學校及未來研究者提出具體建議，以作為後續教育推動及研究參考。

關鍵字

資優教育；指標建構；模糊德懷術；層級分析法

並列摘要

This research was mainly based on the literature to explore the development context of gifted education policies and to construct evaluation indicators for gifted education in senior high schools. The research design was based on the methods of collecting literature and analysis of policy plans. The questionnaire was divided into two parts by the expert validity questionnaire of 10 experts. The first part uses Fuzzy Delphi Technique to understand the degree of consensus of experts and scholars on indicators. In the second part, the Analytic Hierarchy Process (AHP) compared the relative weights of indicators and constructs an overall indicator weighting system with a three-level structure of "level-dimension-indicator", a total of 3 levels, 9 dimensions and 36 indicators. The findings and conclusions are as follows: 1. The development of gifted education and the twelve-year national education curriculum were mutually adapted, and the tendency was to focus on the needs of autonomous learning in student adaptive education. 2. The evaluation index systems for gifted education in senior secondary schools constructed in this study were relevant. 3. The highest weighting level was "teachers and courses", and "teacher profession" was the highest dimension of overall weight at this level. 4. The highest weighting dimension was “identification and resettlement”, and the “gift appraisal working group” was the highest indicator of the overall weight of this dimension. 5. The second highest weighting dimension was “self-directed learning”, and “independent research and multiple creation” was the highest indicator of the overall weight of this dimension. 6. The third highest weighting dimension was "teacher profession", and "teacher professional community and co-prepared curriculum teaching" was the highest overall indicator of this dimension. 7. The higher weighting indicators in the first third belonged to the "teachers and courses" at the first level and it focused on the "teacher profession", "curriculum development", and "effective teaching". Finally, based on the results of the study, it was suggested that the evaluation indicators for gifted education in senior high schools and the allocation of resources for the administrative plan should be adjusted in accordance with the 12-year Basic Education Curriculum specifications and concepts. It also puts forward specific suggestions to the education authorities, schools, and future researchers as a reference for the follow-up education promotion and research.