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Title: 國小資優生的夢境經驗研究
The Study of Elementary Gifted Students' Dream Experiences
Authors: 郭靜姿
Kuo Ching chih
Jang Shu-Hau
Keywords: 國小資優生
elementary gifted students
dream experiences
Issue Date: 2012
Abstract:   本研究目的在探究具有多夢和心靈敏感特質的資優生,是如何看待自己的夢境;透過他們的敘說,展現的心靈洞察為何。研究參與者為八位臺北市國小一般智能資優資源班的學生,研究工具以半結構式訪談法為主,訪談架構結合了Hill夢工作模式和前導性研究的結果,希冀在具備理論文獻及試探研究的立基下,深入探問研究參與者的夢境經驗。本研究採紮根理論進行資料分析,邀請三位協同編碼者共同進行編碼,達成共識始撰寫論述。再邀請三位同儕好友進行同儕評鑑,並反覆交予研究參與者審核論述與詮釋,以符合研究效度與倫理。 研究結果發現以下幾點:   一、資優生透過聊一個印象深刻的夢,展現出心靈議題的發現與洞察。讓     夢不只是夢,也是心靈探索的媒介。   二、資優生於幼稚園時期即展現覺察及思索心靈議題的能力,其中亦發現     父母在資優生早期的心靈探索扮演關鍵性的角色。   三、透過聊夢,可以反映出資優生的自我特質、日常生活、需求渴望、關     注的心靈議題及與人際的互動等個人資訊。   四、夢對資優生來說有六項功能,包含協助其了解自我、發揮想像、宣洩     情緒、滿足需求、娛樂以及複習生活等,對資優生的身心靈成長,有    重要的意義。   整體而言,與資優生聊夢,可以反映資優生的自我,也能帶給資優生與他人心靈上的交流。透過本研究提出建議,讓教育現場與未來研究都能增加對資優生探索自我的關注,並重視資優生的心靈發展。
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.
Other Identifiers: GN0697090220
Appears in Collections:學位論文

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