國小資優生知覺教師區分性教學及學習滿意度之研究－資優班歸屬感之中介效果

Abstract

本研究旨在探討國小資優生知覺教師區分性教學與其學習滿意度之關係，並釐清資優班歸屬感在此關係中所扮演之中介角色。研究背景援引《資優教育白皮書》與中長程計畫，強調區分性教學對於回應資優生個別差異、促進其全人發展的重要性。然而，實務現場面臨師資及安置模式差異等挑戰，促使本研究深入探究區分性教學對資優生學習成果的影響機制。本研究採問卷調查法，研究對象為臺北市與新北市國民小學一般智能資優班的204位學生。研究工具包含「區別性教學量表」、「資優班歸屬感量表」及「學習滿意度量表」為研究工具。研究資料透過描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及階層迴歸分析等方法進行分析。本研究主要結果如下： 一、 國小資優生對教師區分性教學、資優班歸屬感及學習滿意度的知覺程度普遍良好。 二、不同背景變項（如性別、年級）的資優生在各變項知覺上呈現部分顯著差異。 三、教師區分性教學知覺、資優班歸屬感與學習滿意度三者間呈顯著正相關。 四、資優班歸屬感在教師區分性教學知覺與學習滿意度之間具有部分中介效果，意即教師區分性教學不僅直接影響資優生的學習滿意度，亦能透過提升其資優班歸屬感來間接促進學習滿意度。 本研究結論指出，區分性教學對資優生學習滿意度具有關鍵影響，且歸屬感在其中扮演重要的情感連結角色。據此，本研究建議教育行政單位與學校應重視提升資優班教師的區分性教學專業知能，並積極營造資優生在班級中的歸屬感，以期全面提升資優學生的學習品質與整體發展。This study aims to explore the relationship between elementary school gifted students' perceptions of teachers' differentiated instruction and their learning satisfaction, and to clarify the mediating role of a sense of belonging in gifted classes in this relationship. The research background draws upon the "White Paper on Gifted Education" and long-term plans, emphasizing the importance of differentiated instruction in responding to the individual differences of gifted students and promoting their holistic development. However, practical challenges such as disparities in teacher qualifications and placement models prompt this study to delve into the mechanisms by which differentiated instruction impacts gifted students' learning outcomes. This study adopted a questionnaire survey method, with 204 students from general gifted classes in elementary schools in Taipei City and New Taipei City as participants. The research tools included the "Differentiated Instruction Scale," the "Gifted Class Sense of Belonging Scale," and the "Learning Satisfaction Scale". The data were analyzed using descriptive statistics, independent samples t-test, one-way ANOVA, Pearson product-moment correlation, and hierarchical regression analysis. The main findings of this study are as follows: First, elementary school gifted students generally had a good perception of teachers' differentiated instruction, a sense of belonging in gifted classes, and learning satisfaction. Second, gifted students with different background variables (e.g., gender, grade) showed some significant differences in their perceptions of various variables. Third, there was a significant positive correlation among the perception of teachers' differentiated instruction, the sense of belonging in gifted classes, and learning satisfaction.Fourth, the sense of belonging in gifted classes had a partial mediating effect between the perception of teachers' differentiated instruction and learning satisfaction, meaning that teachers' differentiated instruction not only directly affects gifted students' learning satisfaction but also indirectly promotes it by enhancing their sense of belonging in gifted classes. This study concludes that differentiated instruction has a crucial impact on gifted students' learning satisfaction, and a sense of belonging plays an important emotional connection role in it. Accordingly, this study recommends that educational administrative units and schools should emphasize enhancing gifted class teachers' professional competence in differentiated instruction and actively foster a sense of belonging among gifted students in the classroom, with the aim of comprehensively improving the learning quality and overall development of gifted students.