國小低年級提早入學資優兒童學習適應之調查研究

A Research on Learning Adjustment of Gifted Preschool Children's Early Entrance to Elementary First and Second Grades

柯麗卿(Li-Ching Ko) ； 林建宏(Jian-Feng Lin)

《特殊教育學報》 26期 (2007/12) Pp. 27-53

https://doi.org/10.6768/JSE.200712.0027

摘要

The purpose of this study, mainly using survey, is to examine the learning adjustment of gifted preschool children's early entrance to elementary schools and both the parents' and teachers' viewpoints on the early entrance program.
The surveyed subjects were 112 parents and 112 teachers whose children and students were elementary first and second graders from Kaohsiung city who had passed the early entrance identification. The quantitative analysis of the questionnaires was conducted through descriptive statistics, independent samples t-test and two-way ANOVA. The findings, together with the parents' and teachers' viewpoints and suggestions on the learning adjustment of gifted children's early entrance to the elementary school, were summarized by the researcher as follows:
1. Parents and teachers think that these gifted children generally are good in learning adjustment.
2. Mostly, more parents than teachers consider gifted children’s learning situation to be in better shape.
3. Parents and teachers pointed out that girls scored better than boys on ”self-care.” The parents, not the teachers, think that their boys’ physical health is better than their girls.
4. Parents and teachers think that gifted children’s learning adjustment remains unchanged as their grade alter.
5. Nearly 90 percent of the parents and teachers support the early-entrance program.
6. Most parents hope that the early entrance children would have more than average performance.
7. Currently, the teachers of such class provide the same class schedule for both the gifted and other students.
8. The majority of teachers have participated in gifted education seminars sharing their experience.
9. Most of the parents and teachers are concerned about these children's learning situation, which could be comprehended through parent-teacher communication.

關鍵字

提早入學 ； 資優兒童 ； 學習適應

並列摘要

The purpose of this study, mainly using survey, is to examine the learning adjustment of gifted preschool children's early entrance to elementary schools and both the parents' and teachers' viewpoints on the early entrance program.
The surveyed subjects were 112 parents and 112 teachers whose children and students were elementary first and second graders from Kaohsiung city who had passed the early entrance identification. The quantitative analysis of the questionnaires was conducted through descriptive statistics, independent samples t-test and two-way ANOVA. The findings, together with the parents' and teachers' viewpoints and suggestions on the learning adjustment of gifted children's early entrance to the elementary school, were summarized by the researcher as follows:
1. Parents and teachers think that these gifted children generally are good in learning adjustment.
2. Mostly, more parents than teachers consider gifted children’s learning situation to be in better shape.
3. Parents and teachers pointed out that girls scored better than boys on ”self-care.” The parents, not the teachers, think that their boys’ physical health is better than their girls.
4. Parents and teachers think that gifted children’s learning adjustment remains unchanged as their grade alter.
5. Nearly 90 percent of the parents and teachers support the early-entrance program.
6. Most parents hope that the early entrance children would have more than average performance.
7. Currently, the teachers of such class provide the same class schedule for both the gifted and other students.
8. The majority of teachers have participated in gifted education seminars sharing their experience.
9. Most of the parents and teachers are concerned about these children's learning situation, which could be comprehended through parent-teacher communication.

並列關鍵字

early entrance ； gifted children ； learning adjustment

參考文獻

毛連塭(1986)。端正資優教育加速制的觀念。資優教育季刊。21(1)

余國華(2004)。學前資優兒童適應行為觀察量表。國立台南師範學院特殊教育學系。

吳昆壽(1999)。論文發表於八十八學年度師範學院教育學術論文發表會。國立台北師範學院。

吳武典(1988)。資賦優異學生提早入學及縮短修業年限之探討。國教月刊。35(1/2)，18-21。

李麗蘋(2001)。壓縮的童年－提早入學兒童自我概念之探究。國立台北師範學院教育心理與輔導學系碩士論文（未出版）。