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Title: 國小資賦優異學生認知能力、學習成就與生活適應之分析
Other Titles: An Analysis on Cognitive Al.lilities, Academic Achievements and Adjustment Problems of Gifted Children in Elementary School
Authors: 何榮桂
Issue Date: Jun-1981
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 尊重個別差異的事實而在教學上求個別適應,乃是現代教育之重要原則;衡量個別差異所持的信念,即是認為人類各種不同的潛能能被測量與培養。民主社會教育之功能,除要求社會中每一份子,享有同等權利接受相同年限與質量之教育外,更進而要使每一個體得到適當機會,接受適合其能力的教育,以完全發展其潛能。在個別差異存在的事實與教育機會均等觀念的結合下,指出給予資優兒童符合其需要之教育誠屬必要。本研究冀期達到目的主要有二:1.探討國小高年級資賦優異學生,在不同教育方式之下認知能力、學習成就及其認知層次,與生活適應等主要變項間之差異情形。2. 以國中一年級智力分配具有代表性學生為參照樣本,衡量國小高年級資賦優異學生之認知成熟水準、學習成就水準,及生活適應情形,人供規劃縮短修業年限之參考。
This paper was mainly an attempt to study whether differences exist in cognitive abilities, academic achievements and adjustment problems between the gifted of 6th grade in an experimental and a non─experimental program. The gifted samples were also compared with a reference sample of 7th grade to evaluate their mature level in the mentioned variables. The gifted sample employed for this study included an experimental group (143 boys;54 girls) and a non─experimental group(98 boys;92 girls). Both of the groups met the criteria as the gifted. A reference group(216 boys;169 girls)that is representative in intelligence level was drawn from a stratified random sampling procedure. Cognitive Abilities Test, Global Academic Achievement Test, and California Test of Personality were administered to the subjects. All instruments used met reasonable standards of reliability and validity. The data obtained were analyzed by TWO─FACTOR ANOVA with unequal N's and Scheff'e Method of multiple comparisons. The major findings were as follows:1. The mean scores of the experimental group on cognitive abilities were significantly higher than the non─experimental group. Also, both group's cognitive abilities were significantly higher than the reference group. 2. The verbal and mathematic achievements revealed no significant differences between two gifted groups. Two gifted groups showed obvious superity in verbal achievement than the reference group, but no significant differences were found in mathematic achievement. 3. As for personal or social adjustment, the non─experimental group led the three groups, with the reference group coming second, followed only by the experimental group.
Other Identifiers: 702BA644-53D6-B9A9-2130-2400FC8D3162
Appears in Collections:教育研究所集刊

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