参與加速制加拿大青少年資優生之心理適應經驗探討

The Psychological Adjustment Experience of Canadian Gifted Students in Participating Accelerated Education

王心怡(Wang Hsin-Yi)

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/博士(2021年)

https://doi.org/10.6345/NTNU202101713

摘要

本研究以參與溫哥華教育局與溫哥華英屬哥倫比亞大學(University of British Columbia, UBC)合作的二年間完成五年中學課程，16歲以前即進入UBC就讀的大學轉銜教育計畫(University Transition Program, UTP)中的12名15-16歲學生為例，採增強版關鍵事件研究法，以參與觀察、深度訪談進行資料的收集，主要的研究目的是要瞭解參與UTP加速制學習的資優生，在二年中關於心理適應的關鍵因素。
本研究經整理歸納，結果如下：
資料分析得出助益事件分為15類，阻礙事件分為9類。這些類別進一步分為四個主要領域：
1.個人內在過程（領域I）中，動機足夠的跳級資優生，面對因為跳級而產生的學習壓力，能夠善用自我調整學習策略，自主監控自己的學習狀態，而因為加速的時間壓力，時間管理是最需要提升的能力。
2.家庭因素（領域II），家庭氣氛多為溫暖、關懷，家人相處融洽，父母的教育背景對於資優生的課業上的幫助及生涯決定都有明顯影響性。
3.學校環境因素（領域III），UTP的加速制與人數少優點是省時且照顧到每一個人，但缺點也因為時間少、人數少，而缺乏多元探索的機會，另外來自不同國家的文化價值觀的衝擊，沖淡了華人對成績的堅持。
4.社會環境/資源（領域IV）雖然只是高中生，也無法與社會脫節，家庭的經濟、生涯選擇仍然會受到社會環境的影響。
根據結果，提出以下建議：

1.學校輔導老師必須了解資優生的特質和心理需求，以及影響資優生心理調適的助益因素和阻礙因素，才能夠有效協助資優生有健康的心理調適。
2.應協助資優生對自我資優特質的了解，有助於掌握自我狀態。
3.幫助資優生父母建立資優教育的正確觀念，以及父母支持團體。
4.在加速課程的規劃上應注意到因時間縮短所造成的特殊需求，提供適性多元的學習機會。
5.在社會環境應重視資優生的特殊需求，給予最適安置，以發揮其潛能。

關鍵字

資優生 ； 加速制 ； 心理適應 ； 資優輔導諮商 ； 學校輔導老師

並列摘要

The subjects of the study were 12 students, aged 15-16 years old, who participated in the University Transition Program (UTP), a cooperation between the Vancouver Board of Education and the University of British Columbia (UBC). The students had to complete a five-year secondary school program within two years. The Enhanced Critical Incident Technique (ECIT) was adopted. Observations and in-depth interview methods were used to collect data. The main purpose of the research was to understand the key factors that affect the gifted students participating in accelerated UTP learning and psychological adaptation during the two years.

15 types of beneficial events and 9 types of obstructing events were analyzed from the data. These types were further divided into four categories. Inner process (Area I): When facing pressure caused by skipping grades, accelerated students with enough motivations were able to make good use of self-adjusting learning strategies. They were also capable to monitor their learning status. Time management was the ability the accelerated students needed to improve the most. Family factors: (Area II) family atmosphere and parents’ educational background had significant impacts on gifted students’ academic assistance and career planning; school environment (Area III) The advantages of UTP was that it saved time and took care of each gifted student since there’s small amount of them, but the shorted time and the few students caused the lack of opportunities for diversified exploration. Social environment/resource (Area IV): cultural impacts from different countries diluted the persistence in academic performance. Even high school students cannot be disconnected from the society. Family economy and career choices are still affected by the social environment.

Five recommendations were stated. First, in order to effectively assist gifted students with healthy psychological adjustment, school counselors must understand the characteristics and psychological needs of gifted students, as well as the contributing factors and obstacles that affect gifted students’ psychological adjustment, Second, The gifted students should be assisted to understand their strength and traits. Third, helping the parents of gifted students to establish a correct concept of gifted education and parent support groups is needed. Fourth, when planning accelerated courses, attentions should be paid to the special needs caused by the shortening of time. Appropriate and diverse learning opportunities should also be provided. And last, the social environment should focus on the special needs of gifted students, and provide them with the most suitable placements.

並列關鍵字

gifted students ； accelerated education ； psychological adaptation ； gifted counseling ； school counselor

參考文獻

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