台北市提早入學資優生之追蹤研究

A LONGITUDINAL STUDY ON GIFTED EARLY ENTRANTS IN TAIPEI CITY

林怡秀(Yi - Hsiu Lin)

指導教授 ： 郭靜姿

國立臺灣師範大學/教育學院/特殊教育學系/碩士(1999年)

摘要

中 文 摘 要
本研究旨在瞭解七十七學年度台北市國民小學提早入學資優生之教育歷程與適應狀況，並蒐集提早入學資優生及其父母、教師對此一制度的看法與建議。研究對象包括32名提早入學資優生，以及曾經任教的48位教師，並依據篩選標準選出10組學生與家長進行半結構式訪談。以「資優生提早入學經驗問卷」、「提早入學資優生之教師調查問卷」、「提早入學資優生訪談問卷」、「提早入學資優生之家長訪談問卷」為研究工具，所得資料以次數及百分比分配統計、內容分析的方式進行處理。
本研究結果發現如下：
一、在教育歷程方面，學生選擇提早入學的原因以父母的意見為主；有半數的學生於小學階段就讀資優班，國、高中階段則甚少就讀資優班；小學升國中的方式以「一般方式」最多，國中升高中以「聯考」最多。
二、在小學階段的學習適應上，大多數學生的學業成績名列前茅，也能主動閱讀許多課外讀物；在生理適應上，學生的健康、體能、動作、體格發展皆大致良好；在社會情緒上，學生與老師、同儕維持良好關係，個人的情緒管理也大致良好，不容易緊張焦慮。整體說來，學生在小學階段喜歡上學。
三、在中學階段的學習適應上，大多數學生不但可以勝任學校課業，且在校成績表現優異；在生理適應上，學生的健康、體格發展良好，並不因為課業壓力而經常地影響睡眠；在社會情緒上，學生與老師、同儕維持良好關係，個人的情緒管理良好，不容易緊張焦慮。整體說來，學生在中學階段喜歡上學。
四、目前的心理適應方面，在生活壓力的感受上，由於即將面臨大學聯考，學生在學業、自我期望、重要他人期望三方面壓力稍大之外，在生活、同儕關係、師生關係、親子關係、健康狀況、體格發展各方面的心理狀況皆適應良好。在自我發展上，大多數的學生對自己有信心，並認為自己能力優秀，但對目前表現的滿意度，有超過半數的學生並不滿意。
五、對資優生提早入學制度的看法與建議方面，大多數的研究對象認為提早入學是正向影響，並贊成辦理該鑑定。在鑑定的年齡與智力標準上，五歲半與智力正兩個標準差以上較為適當；在鑑定項目上，心智能力最為重要，社會情緒適應能力與學習準備度次之，並且贊成學生入學後提供資優教育。
綜合本研究結果，學生在提早入學後十年的教育歷程中適應情形良好。研究者綜合本研究之結論與研究過程中所獲得之經驗，提出本研究結果在資優教育上之應用，並對教育行政單位、學校、教師、家長和未來的研究提出建議。

關鍵字

提早入學資優生 ； 追蹤研究

並列摘要

The study was intended to explore the school experience and school adjustment of the primary gifted early entrants (GEEs) in Taipei City in academic year of 1988, and to investigate comments of GEEs, of GEEs' parents and of GEEs' teachers.
The composition of the subjects were (1) 32 GEEs, (2) 48 of their past and current teachers, and (3) 10 pairs of GEEs and their parents selected by screened standard after semi-structural interviews. The methodologies of the study were (1) subject data obtained by "GEEs' School Experience Questionnaire", "GEEs' Teachers Questionnaire", and "Interview Questionnair of GEEs and of their parents ". (2) subject data analyzed by percentage and "content analysis" .
The main findings were as follows :
(1) For educational experience, GEEs' early entrancy was decided by their parents. While half of the GEEs were in the gifted class at primary school, only few of them attended gifted class during their studying in junior / senior high school. Most GEEs entered junior high school by general admission, and most of them continued their senior high school studies by sitting for the united entrance examination.
(2) During the period of primary school and junior / senior high school, most GEEs' academic achievement were in the lead of the class. Their health and physical development were in good conditions. GEEs not only had well - control of their self - emotion, but also did they keep harmonious relations with teachers and classmates.
(3) During the senior high school period, as facing the national entrance examination for colleges, GEEs were pressurized by the school work, their self - expectation, and expectations from others who are important to them. Nevertheless, both GEEs' physical development and their relations with others were in a fair form. Although over half of the GEEs were not satisfied with their current performance, most of them were self - confidence and self - valued.
(4) Regarding the system for gifted early entrance, most subjects had positive attitudes, and were in favor of such a assessment. The age and IQ was considered by subjects to be 5 1/2-years-old and above +2 standard deviation(SD). Mental ability was put by subjects as preference before levels of social emotion or of learning readiness. Finally, all subjects support the gifted education for GEEs in school.
In sum, the result demonstrated that GEEs had good adjustment during their 10- years-period school experience. In addition, the study also provided the practical value for the gifted education design. Finally, based on the findings, suggestions for related educational administrative, schools, teachers, parents and future research were made.

並列關鍵字

gifted early entrants , ； longitudinal study