臺灣國民中小學資優資源班課程與教學實施狀況與展望
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Date
2017-06-??
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國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
教育是不斷累積與更新的過程，臺灣近年教育政策與環境的變化，讓資優教育處於常需調整的不穩定狀態。本文建構出探究資優教育課程與教學的重要面向與內涵，並參照研究文獻、全國性資優會議紀錄及評鑑資料，回顧臺灣資優教育課程與教學的歷史，續以一份近年調查研究資料為基礎，從需求評估、專業研發、課室運作及資源支援四大向度，剖析臺灣國中小資優資源班課程與教學狀況；最後提出未來發展的重要議題與建議。
Education is a cumulative process. Due to changes of educational policies andenvironments in recent years, gifted education in Taiwan is evolving constantly tomeet a growing need. Four dimensions of curriculum and instruction (C & I) on giftededucation are first introduced: needs assessment, professional development, classroomoperation, and supporting system. After a review of C & I on gifted education in Taiwan,the current development on C & I of resource rooms for gifted learners in elementaryand junior high schools is presented and analyzed based on the results of a nationwide sample survey. Further perspectives and recommendations are also provided at the end of paper.
Education is a cumulative process. Due to changes of educational policies andenvironments in recent years, gifted education in Taiwan is evolving constantly tomeet a growing need. Four dimensions of curriculum and instruction (C & I) on giftededucation are first introduced: needs assessment, professional development, classroomoperation, and supporting system. After a review of C & I on gifted education in Taiwan,the current development on C & I of resource rooms for gifted learners in elementaryand junior high schools is presented and analyzed based on the results of a nationwide sample survey. Further perspectives and recommendations are also provided at the end of paper.