並列摘要
Since the inception of gifted education programme (GEP) in 1984, gifted education has been practiced in Singapore for more than twenty years. Presently, gifted education in Singapore has gone beyond GEP to include enrichment activities and mentorship. This article aims to introduce the current state of gifted education in Singapore, beginning with its background, followed by its definition, goals, principles, delivery models, teacher education and relevant research. The final part concludes the characteristics, advantages and disadvantages of Singapore's gifted education, hoping to shed light on Taiwan's.
被引用紀錄
曹祐榮、段世珍（2022）。邁向卓越的多元取徑—臺灣、芬蘭、新加坡資優教育法令政策發展與實踐之跨國比較。資優教育論壇，20(2)，3-22。https://www.airitilibrary.com/Article/Detail?DocID=P20130730001-N202301180007-00001
延伸閱讀
- 吳英成（2010）。新加坡雙語教育政策的沿革與新機遇。臺灣語文研究，5(2)，63-80。https://doi.org/10.6710/JTLL.201009_5(2).0004
- 何慧敏（1999）。新加坡中學家政教育之研究。家政教育學報，(2)，45-65。https://doi.org/10.6246/JHEE.199906_(2).0003
- 李子玲（2013）。新加坡華文教育－經歷和前景。國文天地，(335)，11-18。https://www.airitilibrary.com/Article/Detail?DocID=10159975-201304-201306180014-201306180014-11-18
- 馮莉雅（2004）。新加坡高等教育推動服務學習對台灣的啟示。教育學刊，(22)，151-176。https://doi.org/10.6450/ER.200406.0151
- Bernardo, J. X. (1990). Provision for the gifted primary-schooler in Hong Kong : perspectives and issues [master's thesis, The University of Hong Kong]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0029-1812201200013465