學校本位才能發展方案之建構與實踐

資優教育才能發展派典強調潛能的發展性與才能的多樣性，從潛能到才能的發展是與環境脈絡互動下，不斷累積與轉化的歷程，系統性的環境支持是促成才能發展的重要助力。本研究在一所國小，以資優資源班為平台、資優資源班教師為主要行動者，透過行動研究的方法，建構與實踐學校本位才能發展方案。本研究首先進到學校中，解析學校環境脈絡對學生才能發展的支持現況，並據此規劃與實施才能發展充實課程並進行成效檢驗；研究進一步探討資優資源班教師的實踐歷程，並反思行動歷程中的專業成長。研究參與者包含資優資源班教師、普通班教師、經篩選推薦的31位學生、研究觀察檢核者與外部諮詢顧問。蒐集資料含文件資料、觀察、訪談、省思資料。研究主要發現如下：一、學校環境對學生才能發展的支持現況 1.學校資料經適當的篩選與重組，能建立出學生才能檔案。此檔案透過資優與普教教師共同詮釋，能成為辨識學生潛能與才能的工具。 2.普教教師認為心智能力（智力、創造力與社會能力等）為學生主要的潛能面向，才能是在某方面展現並獲得認可的能力。教師認為影響才能發展的因素多元，生活經驗提供才能發展的養分，才能發展的關鍵在情意，才能發展需學生專注投入並在日常生活中涓滴累積。二、學校本位才能發展的課程規劃與實踐 1.學校本位才能發展充實課程以學校環境為基礎，經資優班課程提煉，規劃出以轉化能力為主要目標、任務導向為歷程、真實產出為結果的充實課程，並建構出課程原型。 2.研究參與教師在實踐過程中不斷反思與調整，逐步補充課程原型內涵，並發展出五種引導學生才能發展鷹架，包括：範例分析、思考策略、行動程序、組織結構與後設認知。三、學校本位才能發展課程的實施成效 1.學生在目標能力的展現方面，透過教學前後的實作評量及三階段課程的成果評量，發現學生在目標能力上持續進展，且學生間的能力變異也縮小。 2.學生的才能發展樣貌方面，整體而言，學生在各階段呈現不同的發展重點，第一階段為「學習與思考習慣的改變」、第二階段在「能力的躍進」，第三階段則發展出「目標導向的行動」、「享受思考」及「自我挑戰與追求卓越」；個別學生的才能發展則因其潛能與發展需求，展現出不同的發展路徑與面貌。 3.本研究的課程結構與課程實施要素，對於學生才能發展的個人內在因素產生互相激發作用，成為學生才能持續發展的能量。四、資優資源班教師的專業成長行動過程中資優資源班教師面臨許多挑戰，透過持續反思辯證的歷程，教師的專業成長展現在三個面向： 1.從資優教育教師轉化為資優教育的倡導者。 2.從資優兒童的教師轉化為引導才能發展的教師。 3.資優資源班」轉化為學校才能發展的支持系統。最後，本研究針對才能檔案、才能發展課程與方案建構等議題，提出實務上與研究上的建議。

關鍵字

學校本位；才能發展；才能檔案；資優資源班；教師專業發展

並列摘要

In gifted education, the talent development paradigm emphasizes on the development of capabilities and the diversity of talents. Transforming potential to talents is the constant process of accumulation and transformation as the students interact with the contexts of the environment. The systematic support from the environment is the essence of facilitating the talent development. This action research was carried out for constructing and implementing a school-based talent development program in an elementary school by using a gifted resource room as a platform and the teachers of the gifted resource room as the main actors. Specifically, the current support from the elementary school context for the talent development was first analyzed. Based on the analysis, the enrichment curricula for the talent development were constructed and implemented. The effectiveness of the enrichment curriculum was examined as well. The study further explored the practices and reflection of the teachers of the gifted resource rooms for professional development. The participants in the study included the teachers in the gifted resource rooms, the general education teachers, the selected 31 students from teachers’ recommendations, the observation members, and the external advising consultants. Documentation analysis, observations, interviews, and reflective journals were employed in this study. The major findings were: 1.Current support offered from the school environment for the talent development (1)With properly selection and reorganization of school data, students talent profiles were thus established. The profiles interpreted by the teachers of the gifted resource room and the general education teachers could be the tools to recognize students’ potential and capabilities. (2)The general education teachers considered mental abilities (intellectual ability, creativity, and social ability, etc.) as the main dimensions of student potential, and talents as capabilities that were seen performed and recognized in a certain dimension. The teachers believed that there were diversified reasons for the talent development. Life experiences provide the nutrients for development. The key to develop talents are affective factors which require students’ devotions and gradual accumulation in daily lives. 2.The construction and implementation of a school-based talent development enrichment curriculum (1)In this study, the enrichment curriculum of the school-based talent development program were constructed in the school environment. The curriculum was refined through the curriculum of the gifted resource room. The enrichment curriculum was developed regarding capability transformation as the main goal, project-based learning as the process, and authentic products as the outcome. The prototypes of the curriculum was constructed. (2)The participant teachers continued to reflect and adjust to gradually complete the contents of the prototype curriculum, and developed 5 types of scaffolds to guide students which included exemplar analysis, thinking strategies, procedures for actions, organizational constructs and metacognition. 3.The effectiveness of the implementation of a school-based talent development enrichment curriculum (1)For the demonstration of students’ targeted capabilities, through performance assessments conducted before and after the curriculum and the product assessment in each of the three stages, it was discovered that the students continued to develop in the targeted capabilities, and the gaps in capabilities among students were shortened. (2)For the manifestations of students’ talent development, in general, three foci can be found in different stages. The initial stage was the changes in learning and thinking habits, the second stage was the leap in capabilities, and the third was the goal-orientated actions, thinking enjoyment, self-challenges and pursuits of excellence. The talent development of individuals evolved based on students’ potential and needs, which has shown the different paths and manifestations. (3) The organizations and implementations of the enrichment curriculum served as stimulus for the interactions of the innate factors for the talent development, and to provide power for continuous development. 4.Professional development of gifted resources teachers Many challenges were faced by the teachers of the gifted resource room as they took actions. Through dialectics and reflections on the process, the professional development of teachers can be seen in the three aspects: (1)From teachers of gifted resource rooms to be advocators of gifted education (2)From teachers of gifted children to be facilitators of guiding talent development (3)From managing gifted resource rooms to be part of support systems for the talent development in schools. Finally, the study provides practical and future research suggestions for student talent profiles, curriculum for talent developments and program constructions.