國小實施資賦優異學生縮短修業年限現況調查研究

Abstract

本研究旨在探究國小辦理資賦優異學生縮短修業年限的現況及其困難，了解未辦理縮短修業制度的原因，分析相關辦理人員就國小縮短修業年限制度對學生學習適應、生活適應造成的影響，探討引入其他縮短修業方式的可行性及對此制度的建議。 本研究以「國民小學資賦優異縮短修業年限實施現況調查問卷」為研究工具，採取分區立意取樣，選定北、中、南三區國小設有資優資源班與未設有資優資源班的學校共68所，針對特教組長（或承辦的行政人員）及資優資源班教師進行問卷調查，共得有效樣本特教組長68人與資優資源班教師67人，共計135人，就所得的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，並對國小縮短修業年限制度及未來研究者提出具體建議。 本研究綜合研究問題、研究結果與討論，將研究結論臚列如下： 一、國小辦理資賦優異學生縮短修業制度以「全部學科跳級」最多，申請人數以1人比例最高，主要辦理三年級跳五年級。其次為「免修課程」，申請人數以1～2人最多，申請科目以數學科免修最多。第三為「逐科（學習領域）跳級」，申請的科目以數學科最多，其次為社會科。 二、國小對於推行縮短修業制度的行政措施十分積極。尤其在鑑定程序、學生成績計算、學生特殊安置及強化普通班老師的資優教育知能上，更是重視。 三、國小辦理縮短修業制度主要的困難為「對於實施辦法認知不清楚」、「缺少鑑定工具」及「個別輔導計畫編寫困難」。 四、國小未曾辦理縮短修業制度的主要原因是「不曾有學生提出申請」及「對於縮短修業制度宣導不夠」。設有資優資源班的學校認為「普通班（或資優資源班）已經提供學生所需的加深加廣課程」，也是未辦理縮短修業制度的原因。未設有資優資源班的學校認為「對實施辦法認知不清楚」、「缺少適當的鑑定工具」及「不易安排符合學生需求的課程」是影響辦理縮短修業制度的因素。 五、國小辦理縮短修業制度相關人員認為縮短修業制度對學生學習適應有正面的影響，不論在學習成效或學習態度上均肯定縮短修業制度的功效。 六、國小辦理縮短修業制度相關人員認為縮短修業制度能提高學生自信心，增加與同等能力同儕交流機會、使學生人格更成熟並能適應各方面挑戰。 七、國小辦理縮短修業制度相關人員認為適合引入的縮短修業方式為課外活動、良師典範制、學分檢定、函授課程與同時註冊；不適合辦理的方式是混合年級。 根據本研究的發現與結論，提出對教育主管行政單位及資優教育工作者的建議，並對未來相關研究提供建言，期能提供實施縮短修業制度及學術研究等參考。

This study aims at the current situation and difficulties faced by elementary schools that conduct acceleration programs for gifted students. It probes into the causes for not adopting the acceleration programs, analyzes how the programs influence the students in the adaption of learning and daily life from the points of view of related staff, explores the feasibility of introducing other acceleration approaches, and also offers proposals for acceleration program. This study uses a questionnaire on the current situation faced by elementary schools that conduct acceleration programs for gifted students as a main tool. The sampling method adopted is based on stratified purpose, which selected a sample of 68 schools with and without gifted resource classroom throughout areas of north, middle and south in Taiwan. The questionnaire was completed by chief of special talents section or staff in charge of the acceleration program, which covered 68 chiefs of special talents section and 67 teachers of gifted resource class with a total number of 135. Through statistical analysis of the data, an induction was obtained and concrete proposals of acceleration program in primary schools were derived for future researchers. The conclusion is listed as follows: 1.The most commonly adopted acceleration approach in elementary schools for gifted students is ‘Grade skipping’, in which the highest ratio of applicant is one person and mainly for skipping from grade 3 to grade 5. The secondarily adopted approach is ‘Free from taking courses’, in which the highest ratio of applicant is 1~2 person for exemption on mathematics. The thirdly adopted approach is ‘Subjet-matter grade skipping’, in which the most commonly subjects applied are mathematics and social science. 2.Elementary schools are very active in carrying out the administrative measures of acceleration program and put greater emphasis on the following aspects: procedures of assessment, calculation of students’ grades, special placement for students and enhance the gifted education training for teachers of general class. 3.The main difficulty in conducting acceleration program for elementary schools is ‘ambiguous understanding of the operation details of the program’, ‘a lack of means of assessment’ and ‘difficulty in writing individual lesson plan’. 4.The main reasons for not conducting acceleration program are ‘no students applied’ and ‘insufficiency in the promotion of this program’. Another reason lies in the situation that the schools with gifted resource classroom consider that ‘the existing general classroom or gifted resource classroom has already provided sufficient deepened and widened courses needed for students’, while the schools without gifted resource classroom declare the reasons as ‘ambiguous understanding of the operation details of the program’, ‘a lack of means of assessment’, and ‘difficulty in arranging courses for individual needs’. 5.Staff in charge of the acceleration program in elementary schools held views that acceleration program has a positive influence on the adaption of students’ learning, both in learning effect and attitudes towards learning. 6.Staff in charge of the acceleration program in elementary schools considered that acceleration program reinforces students’ self-confidence, increases the opportunity to exchange ideas with peer of equivalent ability, and matures students’ characters to adapt to various challenges. 7.Staff in charge of the acceleration program in elementary schools regarded that the suitable approaches of acceleration program to be introduced are extracurricular programs, mentorships, credit by examination, correspondence course and concurrent enrollment; the unsuitable approach is combined classes. According to the facts and results obtained in this research, proposals are made for governments of educational administration and educators of gifted education. Besides, suggestions are offered for future studies as reference to acceleration program and related academic researches.