國中學術性向資優學生課程調整需求及滿意度之研究

本研究為探究國中學術性向資優學生在課程調整中需求及滿意度之現況，並分析不同背景變項的國中學術性向資優學生在需求及滿意度之差異。採用問卷調查法來收集資料，並以自編「國中學術性向資優學生課程調整需求及滿意度現況調查」為研究工具。研究者進行立意取樣，選取六都國中學術性向資優學生為研究對象，其中有效問卷共755份。研究結果以SPSS統計軟體23版進行描述性統計、t檢定、單因子變異數、積差相關、逐步多元迴歸分析等統計方法，獲得以下結論：一、國中學術性向資優學生對於資優課程調整的現況表現出高需求及高滿意度。二、不同背景變項國中學術性向資優學生對課程調整的需求與滿意度，在「性別」上，其需求和滿意度無顯著差異。但在「類別」及「年級」上，其需求和滿意度有顯著差異。其他類（數理與語文）資優生在評量調整需求最高；數理類資優學生在課程調整四個面向，滿意度最低。九年級資優學生在內容、歷程及環境調整的需求程度最高；其滿意度在歷程調整最為滿意。三、國中學術性向資優學生在課程調整的需求和滿意度顯示正相關。四、國中學術性向資優學生在資優課程調整中，其內容調整及評量調整之需求對滿意度預測力較高。五、國中學術性向資優學生在課程調整中的需求和滿意度的分布上都顯示高需求和高滿意度的情形。最後，依據研究結果對學校師長及未來研究提出建議。

關鍵字

108課綱；課程調整；國中學術性向資優學生；需求；滿意度

並列摘要

This study explored the needs and satisfaction of academically gifted students in relation to the curriculum adjustments in junior high schools and analyzed the different background variables affecting needs and satisfaction. The self-compiled Survey on Academically Gifted Junior High Students’ Needs and Satisfaction was used to collect student data. Academically gifted students were randomly selected from six metropolises, and 755 valid questionnaires were retrieved from these students. The data were analyzed through descriptive statistics, t tests, one-way analysis of variance, correlation analysis, and stepwise multiple regression analysis with the SPSS package. The results obtained in this study were as follows: 一、 The academically gifted junior high students demonstrated high needs and high satisfaction in relation to the adjusted curriculum. 二、 In terms of category and grade, academically gifted junior high students from different backgrounds exhibited significant differences in their needs and satisfaction in the adjusted curriculum. The highest degree of needs among the academically gifted students was in the gifted mathematics and language students, especially in terms of assessment adjustment. The lowest degree of satisfaction, appearing in four adjusted curriculum, was recorded in the gifted math students. The highest degree of needs (in terms of content, process, and environment adjustments) was observed in the gifted ninth grade students. No significant differences in needs and satisfaction were found between the sexes. 三、 A positive correlation between needs and satisfaction was identified in the academically gifted junior high students participating in the adjusted curriculum. 四、 The needs for content and assessment adjustments have a higher predictive power than other adjustments on the students’ satisfaction in the adjusted curriculum. 五、 The academically gifted junior high students all demonstrated high needs and high satisfaction in the distribution of the adjusted curriculum. Finally, in accordance with the study results, some suggestions are offered for educators and for future research.