臺北市國民中小學資賦優異學生價值觀之研究
Abstract
本研究旨在瞭解國民中小學資賦優異學生價值觀之現況，進而探討不同背景變項(學生類別、性別、教育階段、家長教育程度)的資賦優異學生價值觀之差異情形。
為達研究目的，研究者先蒐集有關的文獻資料，加以分析和探討，作為本研究架構的基礎。在實徵研究上，本研究以臺北市十六所設有資賦優異班級的國民中小學之學生為研究對象，採用簡茂發、何榮桂與張景媛(1997)所編製的「學生價值觀量表」為研究工具，進行問卷調查研究，共得有效樣本資賦優異學生283人與普通學生464人，合計747人，就所得樣本資料進行資料統計與分析，藉由分析的結果歸納成研究發現，並進行討論，統整其研究結論，對國民中小學資賦優異學生的價值觀提出分析與建議。
本研究就臺北市國民中小學資賦優異學生與普通學生調查的資料，綜合研究目的、研究結果和分析討論，將研究結論臚列如下：
一、臺北市國民中小學資賦優異學生在價值觀量表分類的「生理的價值」、「心理的價值」、「人際的價值」、「情感的價值」、「職業的價值」、「道德的價值」與「人生的價值」等七種價值，均呈現「重視」或「非常重視」的態度。
二、臺北市國民小學資賦優異學生認為「道德的價值」、「情感的價值」、「人際的價值」這三層面非常重要；「職業的價值」、「人生的價值」、「心理的價值」、「生理的價值」這四層面被視為重要。國民中學資賦優異學生認為「道德的價值」非常重要；「情感的價值」、「人際的價值」、「心理的價值」、「人生的價值」、「職業的價值」與「生理的價值」這六層面被視為重要。
三、臺北市國民小學資賦優異學生認為七種價值的重要性由高至低為「道德的價值」、「情感的價值」、「人際的價值」、「職業的價值」、「人生的價值」、「心理的價值」與「生理的價值」。國民中學資賦優異學生認為七種價值的重要性由高至低則為「道德的價值」、「情感的價值」、「人際的價值」、「心理的價值」、「人生的價值」、「職業的價值」與「生理的價值」。
四、臺北市國民小學資賦優異學生與普通學生，在七種價值層面無顯著差異情形；國民中學資賦優異學生則在「心理的價值」與「道德的價值」二價值層面的重視程度較普通學生高，而在「生理的價值」、「人際的價值」、「情感的價值」、「職業的價值」、「人生的價值」五種價值層面則無顯著不同。
五、不同性別的臺北市國民中小學資賦優異學生在七種價值層面與十九項價值因素的重視程度均無顯著差異。
六、家長為高中職教育程度的臺北市國民小學資賦優異學生在「道德的價值」的重視程度較家長為研究所教育程度的國民小學資賦優異學生高；在「生理的價值」、「心理的價值」、「人際的價值」、「情感的價值」、「職業的價值」、「人生的價值」六種價值層面的重視程度則無差異。不同家長教育程度的國民中學資賦優異學生，其價值觀無顯著差異情形。
七、國民小學資賦優異學生認為「職業的價值」之重要性較國民中學資賦優異學生高；在「生理的價值」、「心理的價值」、「人際的價值」、「情感的價值」、「道德的價值」、「人生的價值」六種價值層面則無顯著差異。
依據本研究的發現與結論，提出對教育主管行政單位與資優教育工作者的建議，並對未來相關研究提供建言，期能提供資賦優異學生教育輔導與學術研究之參考。
The purpose of the study is to comprehend the contemporary values of the students both in elementary and junior high schools following by the discussion of the differences on the concept of different values for gifted students based on background variables, including student type, gender, educational level and educational background of the parents. The study framework was established from the analysis and discussion based on numerous related references to achieve the research purpose. On the empirical research, the study target is mainly the students from sixteen schools with gifted education classes employing the research instrument of “The Value Concepts Scale for Student” compiled by Chien-Mao Fa, Ho-Jung Kuei, and Chang-Ching Yuan in 1997 as the source of the questionnaire. The discussion of the study was founded on the statistical data analysis from the reliable sample size of 747 interviewees with 283 from gifted students and 464 from the ordinary students. Suggestions and analysis for the values of gifted students from both primary and junior high school were established after integrating the result of the research. Based on the purposes, results, analyses and discussions of the research, the conclusion is listed as follow: 1. The gifted students from elementary and junior high school ranked either highly important or important on “physiological value”、“psychological value”、“relationship value”、“affectional value”、“vocational value”、“moral value” and “human-life value”. 2. For gifted students from elementary school, they considered “moral value”、“affectional value”、“relationship value” as highly important while “vocational value”、“human-life value”、“psychological value” and “physiological value” as important. As for gifted students from junior high school, they viewed “moral value” as highly important while “affectional value”、“relationship value”、“psychological value”、“human-life value”、“vocational value” and “physiological value” as important. 3. The ranking of the importance of seven values for elementary school gifted students is “moral value”、“affectional value”、“relationship value”、“vocational value”、“human-life value”、“psychological value” and “physiological value”, respectively while “moral value”、“affectional value”、“relationship value”、“psychological value”、“human-life value”、“vocational value” and “physiological value” for gifted students from junior high school. 4. There is no significant difference on the seven values between the groups of gifted- students and ordinary-students in elementary school. However, from the point of the view for junior high school students, the gifted students regarded “physiological value” and “moral value” more importantly than the ordinary students and there is no significant difference between two groups on “psychological value”、“relationship value”、“affectional value”、“vocational value” and “human-life value”. 5. There is no significant difference with “Gender” on values on seven perspectives and nineteen elements for gifted students from both elementary school and junior high school. 6. For elementary school gifted students, parents with high school educational background perceived “moral value” more importantly than those with graduated school educational background. However, there is no significant difference on “physiological value”、“psychological value”、“relationship value”、“affectional value”、“vocational value” and “human-life value”. There is no significant difference on educational background for junior high school parents in all values. 7. The importance on “vocational value” is more significant in elementary school gifted students than those in junior high school though there is no significant difference on “physiological value”、“psychological value”、“relationship value”、“affectional value”、“moral value” and “human-life value”. According to the study results, a series of suggestions have been proposed to educational administrator, gifted educational professionals and future prospective research in addition to serving as the reference for the gifted educational community and academic research.
The purpose of the study is to comprehend the contemporary values of the students both in elementary and junior high schools following by the discussion of the differences on the concept of different values for gifted students based on background variables, including student type, gender, educational level and educational background of the parents. The study framework was established from the analysis and discussion based on numerous related references to achieve the research purpose. On the empirical research, the study target is mainly the students from sixteen schools with gifted education classes employing the research instrument of “The Value Concepts Scale for Student” compiled by Chien-Mao Fa, Ho-Jung Kuei, and Chang-Ching Yuan in 1997 as the source of the questionnaire. The discussion of the study was founded on the statistical data analysis from the reliable sample size of 747 interviewees with 283 from gifted students and 464 from the ordinary students. Suggestions and analysis for the values of gifted students from both primary and junior high school were established after integrating the result of the research. Based on the purposes, results, analyses and discussions of the research, the conclusion is listed as follow: 1. The gifted students from elementary and junior high school ranked either highly important or important on “physiological value”、“psychological value”、“relationship value”、“affectional value”、“vocational value”、“moral value” and “human-life value”. 2. For gifted students from elementary school, they considered “moral value”、“affectional value”、“relationship value” as highly important while “vocational value”、“human-life value”、“psychological value” and “physiological value” as important. As for gifted students from junior high school, they viewed “moral value” as highly important while “affectional value”、“relationship value”、“psychological value”、“human-life value”、“vocational value” and “physiological value” as important. 3. The ranking of the importance of seven values for elementary school gifted students is “moral value”、“affectional value”、“relationship value”、“vocational value”、“human-life value”、“psychological value” and “physiological value”, respectively while “moral value”、“affectional value”、“relationship value”、“psychological value”、“human-life value”、“vocational value” and “physiological value” for gifted students from junior high school. 4. There is no significant difference on the seven values between the groups of gifted- students and ordinary-students in elementary school. However, from the point of the view for junior high school students, the gifted students regarded “physiological value” and “moral value” more importantly than the ordinary students and there is no significant difference between two groups on “psychological value”、“relationship value”、“affectional value”、“vocational value” and “human-life value”. 5. There is no significant difference with “Gender” on values on seven perspectives and nineteen elements for gifted students from both elementary school and junior high school. 6. For elementary school gifted students, parents with high school educational background perceived “moral value” more importantly than those with graduated school educational background. However, there is no significant difference on “physiological value”、“psychological value”、“relationship value”、“affectional value”、“vocational value” and “human-life value”. There is no significant difference on educational background for junior high school parents in all values. 7. The importance on “vocational value” is more significant in elementary school gifted students than those in junior high school though there is no significant difference on “physiological value”、“psychological value”、“relationship value”、“affectional value”、“moral value” and “human-life value”. According to the study results, a series of suggestions have been proposed to educational administrator, gifted educational professionals and future prospective research in addition to serving as the reference for the gifted educational community and academic research.
Description
Keywords
國民中學, 國民小學, 資賦優異學生, 價值觀, junior high school, elementary school, gifted students, value