小欣的秘密花園：一位特殊高智商資優生的生活經驗

Cindy’s Secret Garden: The life-experience of an exceptionally gifted student

陳建汝(Chien-Ju Chen)

指導教授 ： 盧台華

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2003年)

摘要

本研究以一位特殊高智商資優生為研究對象，透過觀察、訪談、相關文件蒐集等方式，瞭解特殊高智商資優生的生活經驗，包含了外在與內在的經驗。本研究的主要發現如下：
一、外在經驗部分
1. 研究對象母親的角色具有相當程度的重要性，從出生到目前為止，研究對象的母親一直照顧與陪伴研究對象，並主導著研究對象的成長過程，對研究對象的學習與發展皆有正面的影響。
2. 父母角色的溝通與角色分配的適當使得研究對象的家庭氣氛和諧，彼此之間關係十分親密。
3. 在學業的表現上，研究對象的數學與語文都有相當優異的表現，尤其是研究對象的數學能力經常獲得全國性數學能力比賽的首獎。
4. 在與同儕相處方面，研究對象因場域的不同而有不相同的結果。在普通班時，研究對象有社交上的困難與社會適應上的問題，常常與普通班的同儕發生衝突，但當同儕求助時，研究對象還是會盡力幫助別人。在資優班時，並無社交與社會適應上的問題，同儕之間相處和諧，彼此之間仍然會互相幫助。
5. 在與老師的相處上，因老師對特殊高智商資優生瞭解的不同而有不相同的相處情形。普通班的老師較容易將研究對象視為對班上秩序的威脅，使得研究對象感到較嚴肅與不自在；資優班的老師較瞭解研究對象的特質，因此相處上較輕鬆與自在。造成相處上有場域之別的原因是由於安置與課程安排的不適當所致。
二、內在經驗部分
1. 研究對象優異的學業表現與人際關係低落形成了內在衝突的情形，影響了研究對象的自我觀念。研究對象希望以更好的成績讓同儕屈服，卻因為缺乏社交技巧經常與同儕發生衝突。
2. 雖然研究對象在資優班與普通班上課，但因為在普通班的時間較多，對於普通班較有歸屬感，因此比較希望能夠在普通班裡得到較多的友誼。
3. 由研究對象對於戰爭與身心障礙者的關心程度可知其對道德議題具有強烈的敏感性，會主動的關懷這類問題，並表達出內心的情感。

關鍵字

特殊高智商資優生 ； 高度資優 ； 生活經驗

並列摘要

This study focused on an exceptionally gifted,Cindy, who was 6th grade elementary school student. Through the method of observation , Interviews, and related information collection, I tried to understand Cindy’s life-experience including the outside and inner experience. The results were as follows:
1. The outside experience:
(1).The mother of Cindy played very important role in her early life. From birth to the present time, Cindy’s mother kept taking good care of Cindy, and directed Cindy’s growing process. She had positive influence on Cindy’s learning and developing.
(2).The early discussion on assigning mother and father roles made Cindy’s family a harmony atmosphere. The relationships of all family members were very intimate.
(3).In academic achievement, Cindy had excellent performances on math and Chinese language, especially .She won the first prize on some famous math national competitions .
(4).In the interactions with peers, the results were quite different from two study fields. In the regular classroom, Cindy showed some difficulties in social adjustment. She came into conflict with her peers more often, but she would do her best to help others when they needed. In gifted resource room, she appa-
rently interacted and adjusted very well with her gifted peers, and they would help each other, too.
(5). In the interactions with her teachers, the results were different from the extent of understanding of Cindy. Teachers of the regular classroom tended to view Cindy as a threat in class-
room, which made Cindy feel uncomfortable. While in the gifted resource room, Cindy felt much more comfortable. The reason might be due to the improprieties of placement and courses arrangement.
2. The inner experience:
(1).The gap of Cindy’s excellent academic achievement and poor social relationship with her regular students caused her inner conflict and influenced her self-concept. She wished to over-
whelmed her regular peers with her achievements, but her lacking of social skills finally came into more conflicts with them.
(2).Though Cindy attended in the regular classroom as well as in the gifted resource room, she spent much more time in regular class-room. She had more sense of belonging in regular class-
room than in gifted resource room. She expected to gain more friendship there.
(3).Cindy displayed high level of moral sensitivity in concerning about people in war and the handicapped. She apparently cared about such moral issues and would express her feelings in her articles.

並列關鍵字

exceptionally gifted ； highly gifted ； life-experience

參考文獻

Dahlberg,K., & Drew,N.(1997).A lifeworld paradigm for nursing research. Journal of Holistic Nursing,15(3), 303-317.

Davis,G.A.& Rimm,S.B.(2004).Education of the gifted and talented.Eaglewood Cliffs, NJ:Prentice-.Hall.

Dauber,S.L.& Benbow,C.P.(1990).Aspects of personality and peer relation of extremely talented adolescents.Gifted Child Quartely,34(1),301-331.

Feldhusen,J.F.(1983)Eclecticism:A comprehensive approach to education of th gifted. In C.P.Benbow & J.C. Standly(Eds.),Academic precocity: Aspect of its development,pp.192-204,Baltimore:Johns Hopkins University Press.

Feldman, D. H. (1984). A follow-up of subjects scoring above 180 IQ in Terman's "Genetic Studies of Genius". Exceptional Children, 50 (6), 518-523.