Please use this identifier to cite or link to this item:
The Study of Elementary Gifted Students' Dream Experiences
Kuo Ching chih
elementary gifted students
The purpose of this study is to explore how gifted students who are dreamful and sensitive minded perceive their own dreams. Through the students’descriptions, dream experiences were depicted. Participants are eight gifted students at elementary schools in Taipei City. The study adopted semi-structured interviews as the research method. Structures of the interview incorporate Hill’s application of dream work and results of a pilot study. Based on literature review and the experimental study, we gained an insight into participants’dream experiences. Data were analyzed by applying the grounded theory. Verbatim transcription of interview data of eight gifted students were coded by three co-coders. They wrote about the discussion when they reached a consensus. Also, a peer review was conducted by three peers. Then, participants examined and confirmed the discussion and interpretation in order to reach validity and meet ethics consideration. The findings of the study are as follows: 1.As gifted students are good at dealing with abstract concepts and have better self-awareness, they are suitable for talking about origins of dreams. 2.Gifted students started to show abilities of self-awareness and mind-exploration when in kindergarten. Also, parents played key roles during students’early experiences of mind searching. 3.Gifted students’descriptions of dreams reflect their personal characteristics, daily life, demands and desires, issues of concern and interpersonal interactions. 4.For gifted students, dreams have six functions including self-understanding, exercise of imagination, release of emotion, need fulfillment, entertainment and life review. These functions are significant in gifted students’development of body and mind. Overall, talking about dreams with gifted students can reflect their dream experiences and egos and promote interactions between gifted students and others. This study was conducted in the hope that the education scene and future research will pay more attention to gifted students’mind development, and that gifted education teachers will not only devote themselves to gifted students’cognitive learning but also put emphasis on their mind development.
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.