國小六年級資優生對生命意義的探究

The Inquiry of Gifted Sixth Graders’Meaning in Life

張馨文(Jhang Sin-Wun)

指導教授 ： 陳美芳

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2003年)

摘要

本研究為質性研究取向，採用焦點團體訪談，邀請國小六年級資優生參與，訪談結果輔以團體外與研究對象的個別訪談、平日互動等資料整理，主要在了解資優生如何探究其生命意義。本研究發現如下：
資優生特別重視學業、感情、獲得與求知等四項生命意義來源。前三項亦是資優生目前的痛苦來源，而後三項則是他們體驗重要他人的影響。
資優生將學業視為成績。追求名列前茅的過程中，面臨同儕、父母與自我期許等壓力。他們認為目前主要礙於學校課業與校外補習而無暇顧及求知，未來求知將更加重要。資優生非常重視師生關係與同儕關係，與師生和同儕的互動有許多困擾，但他們也有喜愛的師長和需要的同儕。資優生也相當重視獲得，認為其代表錢財、具體物品或是行動力、掌控力。
資優生特別不重視聖賢與服務，主要在於擔憂聖賢成為獨裁者或是神棍；對於被助者與助人者的角色，他們有著不同於一般的認知。
六年級資優生對於生命意義的思索，可能受限於他們現階段在普通班、資優班兩邊忙碌的生活，較難靜心思索；資優特質與其思考脈絡的交錯影響，包括高度敏感、完美主義等情意特質以及優異的推理能力等認知特質；面對痛苦時，加上焦點團體的情境與同儕間的激化，他們似乎受困於外在世界的評論與內在自我價值的矛盾與苦痛中。我以一名個案升上國中後，延續其對生命意義的探究加以探討。歸納出資優生在生命教育方面的興趣與需求，提出相關建議，以供國內資優生情意教育設計的參考，協助他們發現生命意義，促使其實現潛能。

關鍵字

資優生 ； 資優兒童 ； 生命意義 ； 焦點團體訪談

並列摘要

The purpose of this qualitative study was to understand how gifted sixth graders inquiry their meaning in life. By focus group interview, case interview and data of interaction with subjects, what follows are some major findings about the study.
The gifted children placed importance on academic study, relationships, obtaining and knowledge-seeking. The first three items were also their sources of pain, while the last three items were influences from important people in their life.
The gifted children considered academic study a grade transcript. When pursuing good grades, they faced lots of pressure from classmates, parents, and self-expectation. They placed importance on knowledge-seeking more in the future, because they found themselves unable to take leisure time because of homework and extra-curricular learning. They valued the relationships with teachers and their peer group, while having problems interacting with them at the same time. Yet there were teachers they loved and classmates they needed. The gifted children valued obtaining, which to them represented money, substantial objects, motivation, and command.
The gifted children extraordinarily depreciated saints and intellects for fear of the fact that dictators and idols would lead the world. The gifted children also depreciated service. They had different thoughts about helpers and those who were helped.
The inquiry of gifted sixth graders’ meaning in life may be subject to something. The gifted children were busy with regular and gifted class of the sixth grade, and hard to calm themselves to think about. The gifted characters interacted with their thinking context, and those characters encompassed high sensitivity, perfectionism, and excellent inference. When they faced pain, the influences from group atmosphere and peer group seemed to let them fall in absurdity and anguish between outside comment and inward self.
This study followed a case in which the subject was now entering junior high school. The subject’s inquiry of meaning in life was further studied. The gifted children’s interests and needs in life education were generalized. Finally, suggestions for gifted students’ parents, teachers and future researchers were made, as well as suggestions for gifted affection education.

並列關鍵字

gifted children ； meaning in life ； focus group interview

參考文獻

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