臺灣中小學資優教育銜接與資優學生學習適應研究

The Connection of Gifted Education Services and Learning Adaptation of Gifted Students at Primary and Secondary Schools

郭靜姿(Ching-Chih Kuo) ； 張書豪(Shu-Hau Jang) ； 廖釗君(Chao-Chun Liao) ； 陳錦雪(Chin-Hsueh Chen) ； 林燁虹(Yeh-Hung Lin) ； 于曉平(Hsiao-Ping Yu) ； 蔡明富(Ming-Fu Tsai)

《教育心理學報》 51卷3期 (2020/03) Pp. 415-442

https://doi.org/10.6251/BEP.202003_51(3).0004

摘要

本研究透過「特殊教育通報網」、「臺灣資優學生追蹤與支持平臺」與「資優生學習問卷」編製，探討資優學生教育銜接與其對學習適應的看法。本研究先協商特殊教育通報網增置通報欄位，將資優學生畢業升高一級教育階段接受資優教育服務的情形納入通報；其次邀集相關專家學者等進行焦點座談後，規劃「臺灣資優學生追蹤與支持平臺」，並編製線上版「資優生學習問卷」，以便蒐集資優學生學習適應資料。「資優生學習問卷」包含國小、國中與高中共三份調查問卷，預試結果具有良好的信度與效度。問卷另編有12個核心題目，以進行跨教育階段之比較。另外，基於關懷弱勢學生接受資優教育服務的情形，本研究亦調查雙重殊異學生占資優學生總數的比率。本研究有如下發現：1.國小資優學生銜接國中資優教育服務的比率僅35.2%，國中資優學生銜接高中資優教育服務的比率僅24.0%。整體言之，資優學生銜接至高一個教育階段接受資優教育服務的比率偏低。2.由高中資優班學生升大學之學門統計發現，數理資優班學生進入理工醫相關學門之人數占85.2%；語文及人社資優班升學語文及人社相關學門之人數占86.8%，顯示高中資優班學生之學術專長與大學就讀科系相符。3.各教育階段雙重殊異學生人數平均僅占全體資優學生人數1%，此項比率較他國雙重殊異學生占全體資優或身心障礙學生比率偏低。4.各教育階段資優學生對於在資優班之「學習發展」、「生活適應」與「未來生涯」的看法在四等量表中，介於2.92～3.56，態度傾向正向。5.不同性別之資優學生的各項學習適應比較發現，國小女性資優生較男性資優生的生活適應佳；但高中階段的生活適應與未來生涯等態度卻較男性資優學生低。6.國小資優學生普遍在學習發展、生活適應與未來生涯等態度優於國中資優學生與高中資優學生；國中資優學生亦優於高中資優學生。根據研究結果，本研究在最後提出相關建議供教育主管機關決策參考。

關鍵字

未來生涯 ； 生活適應 ； 資優教育銜接 ； 資優學生 ； 學習發展

並列摘要

This study investigated the educational connection, learning development, life adaption, and future career of gifted students in primary and secondary schools in Taiwan. Data were collected through the national Special Education Transmit Net, a collection of special education information in Taiwan, and the self-designed Taiwan Longitudinal Study and Gifted Support Network website after focus discussions with experts. Data of the connection between gifted education services and perspectives on learning adaptation of the gifted students in primary and secondary schools were also collected using an online survey questionnaire. Each subquestionnaire encompassed 12 core topics to track the students' cross-stage development. It had good reliability and validity. Additionally, based on the care for disadvantaged students to receive gifted education services, this study investigated the ratio of twice-exceptional students to the total number of gifted students. The results of the questionnaire and analysis of variance (ANOVA) are presented as follows: 1. A lower rate of educational connection was found: 35.2% of primary school gifted students attended gifted programs in junior high schools, but the educational connection rate for the junior high school gifted students who attended to the senior high school gifted programs decreased to 24.0%. 2. Educational services helped the gifted students select their university major: 85.2% of mathematically and scientifically gifted students chose majors in the relevant fields of science and engineering; 86.8% of gifted students in the language art areas chose majors in the relevant fields of language and humanities. 3. Only 1% of all gifted students were identified as being gifted and having a disability in each of the education stages, which is lower than that identified in other countries. 4. The gifted respondents, irrespective of their learning stage, indicated that the program had a positive impact on their learning development, life adaption, and attitude toward future career. 5. Many differences were found in gifted student’s educational adaption in terms of gender and domains of giftedness, indicating different achievements among the students. Female gifted primary school students performed better than their male counterparts in terms of life adaption¸ unlike the senior high school gifted students. Additionally, mathematically and scientifically gifted senior high school students were better adjusted to life than those gifted in language and social sciences. 6. In general, primary school gifted students maintained a positive attitude toward learning development, life adaptation, and future career compared with junior and senior high school gifted students. Suggestions are proposed based on the study results for managing and tracking gifted students' education.

並列關鍵字

Connection of gifted education ； Future career ； Gifted students ； Life adaptation ； Learning development

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