學前資優方案學生教育經驗、才能發展與生涯抉擇之追蹤研究

Abstract

本研究的目的在追蹤二十多年前參與師大學前資優方案學生的現況及影響他們才能發展與生涯抉擇之因素。研究方法採用問卷及訪談進行資料收集，共41人完成問卷，並依問卷回覆之意願，邀請學術組及藝術組各9位學生接受訪談。問卷結果以SPSS統計軟體進行分析，而開放性答案及訪談結果以質性研究軟體NVivo15進行編碼，並經受訪者確認其內容的正確性以及同儕檢視來確認編碼之適切性。本研究依據系統觀點之結構法則、過程法則與時間法則三個向度進行分析整理，其過程包含謄錄逐字稿、開放性編碼、主軸編碼及核心編碼，最後再分析及詮釋這些資料。分析步驟分為以下三階段，第一階段首先根據學術與藝術兩組進行案例敘述，每組各九個案例以顯示每個人的發展現況、資優教育經驗、才能發展與生涯抉擇因素。第二階段分析個案間的趨同主題(Convergent Themes)和分歧模式(Divergent Patterns)。第三階段則基於ECT理論(Evolving Complexity Theory)和系統觀點，分析學術與藝術兩組學生在不同系統間的交互作用情形。基於上述的分析歷程，研究發現如下：一、就學及就業情形 幾乎全體學生皆進入高等教育，並就讀國內外頂尖大學及研究所。 二、資優教育經驗 在各教育階段接受資優教育服務之比例為國小41.5%、國中31.7%、高中24.4%。 三、對資優教育的滿意度與影響因素 各教育階段對資優教育滿意度無顯著差異，跨不同教育階段影響滿意度之共同因素為個人的動機與態度、優質適切的課程、多元的學習機會、良好的師資與師生關係、展現學習成效及是否接受資優教育等。 四、影響才能發展之因素 在不同教育階段，父母、老師、同儕皆為影響才能發展的重要他人，而共同之影響因素為多元學習的機會及重要他人的支持與影響。以演化複雜理論(ECT)針對趨同主題與分歧模式進行分析，可以發現才能發展涉及社會、任務、個人及文化等不同層次的互動及轉化。可見得才能發展並非只是天賦就可以達成的，也無法簡化為個別的因素，而是應該著重在不同系統間的互動影響。 五、影響生涯抉擇之因素 在不同教育階段，父母、家人、老師、同儕皆為影響生涯抉擇的重要他人，而共同之影響因素為個人的特質及重要他人的影響。從個人、家庭、學習及社會文化不同系統間之影響因素，可發現個人與不同系統間相互作用造成了學生生涯抉擇上的不同結果。 本研究透過系統的觀點，看待不同系統間相互作用之影響，並針對資優教育、才能發展及生涯抉擇提出相關建議。This study aimed to conduct a longitudinal Study on individuals who had graduated from the Preschool Gifted Program at National Taiwan Normal University (NTNU) more than two decades ago. The purpose was to understand their current status and explore the factors that influenced their talent development and career decision-making. Data were collected through questionnaires and interviews. A total of 41 participants completed the questionnaire, and based on their expressed willingness, nine participants from the academic group and nine from the arts group were invited for interviews. The questionnaire data were analyzed using SPSS statistical software, while open-ended responses and interview transcripts were coded using the qualitative research software NVivo 15. To ensure accuracy and reliability, member checking and peer review were conducted.The study adopted a systems perspective and analyzed the data through three dimensions: structural rules, process rules, and temporal rules. The analytical procedures included verbatim transcription, open coding, axial coding, and core coding, followed by interpretation of the findings. The analysis consisted of three stages. In the first stage, case narratives were constructed for each of the 18 interviewees (nine in each group), detailing their current developmental status, experiences with gifted education, and factors influencing their talent development and career decisions. In the second stage, convergent themes and divergent patterns across cases were identified. In the third stage, the interactions between different systems among the academic and arts groups were analyzed based on Evolving Complexity Theory (ECT) and a systems framework.The main findings of the study were as follows:A. Educational and Employment StatusNearly all participants pursued higher education and attended prestigious universities and graduate programs in Taiwan and abroad.B. Gifted Education ExperienceThe proportions of participants who received gifted education services were 41.5% in elementary school, 31.7% in junior high school, and 24.4% in high school. C. Satisfaction with Gifted Education and Influencing Factors There were no significant differences in satisfaction levels across educational stages. Common factors influencing satisfaction included personal motivation and attitudes, high-quality and appropriate curricula, diverse learning opportunities, effective teaching and student-teacher relationships, the demonstration of learning outcomes, and whether they had received gifted education services. D. Factors Influencing Talent Development At various educational stages, parents, teachers, and peers served as significant influencers. Shared contributing factors included diverse learning opportunities and the support of significant others. Through the analysis of convergent themes and divergent patterns based on ECT, it was found that talent development involved interactions and transformations across multiple levels, including social, task-related, personal, and cultural. These findings indicated that talent development couldnot be attributed solely to innate ability or simplified to isolated factors, but rather emerged from dynamic interactions across systems.E. Factors Influencing Career Decision-MakingAt different educational stages, parents, family members, teachers, and peers all played important roles in shaping career decisions. Common influencing factors included individual characteristics and the influence of significant others. The interplay between personal, familial, educational, and sociocultural systems contributed to the diverse outcomes in participants’ career choices.By applying a systems perspective, this study highlighted the importance of the interactions among various systems and offered recommendations related to gifted education, talent development, and career decision-making.