新移民子女資優生學校適應問題之研究

Abstract

本研究旨在探討新移民子女資優生的學校適應問題。首先，以普查方式調查臺北縣、臺北市及桃園縣內67所設有資優班國民小學之新移民子女就讀資優班情況。其次，針對54名新移民子女資優生及透過配對選取54名同性別、同年齡之一般家庭資優生為研究對象，以研究者自編之「我的學校適應」問卷為研究工具進行問卷調查。最後，以立意取樣選出新移民子女資優生個案及其資優班教師各4名進行深度訪談。量表及問卷資料以獨立樣本t考驗及單因子變異數分析等方式進行統計考驗，訪談結果則進行內容分析處理。本研究主要結果如下： 一、臺北縣、臺北市及桃園縣內新移民子女資優生，以就讀一般智能資優班人數最多，且女性多於男性；家庭背景多為母親外國籍、父親本國籍的組合；家庭社經地位平均分配在三個不同階層的社經地位。 二、新移民子女資優生於問卷中的學習方面、同儕互動、師生關係、行為規範、自我概念的五個分量表及整體總分得分皆顯著低於一般家庭資優生。 三、新移民子女資優生不因其性別、就讀資優班類型、家庭文化背景及社經地位不同而有學校適應上的差異；且於訪談中發現新移民子女資優生在學校適應方面最需要被關懷的問題為同儕互動不佳與負向價值觀。 根據研究結果與限制，就教育行政機關、教師及未來研究提出建議。

The purposes of this study were to explore the school adaptation problems of gifted students from new immigrant families. The researcher investigated all elementary schools at Taipei County, Taipei City and Taoyuan County and found 54 new immigrant students receiving gifted programs. By using paired sampling, 54 students of non-new immigrant families from Taipei County, Taipei City and Taoyuan County were also participated in this study. A self-designed questionnaire were administered to the above 108 subjects. After that, 4 gifted students of the new-immigrant group and their teachers received in-depth interviews. Data were analyzed by t-test, ANOVA, and the analytic induction. Major findings were as following: 1. Most of the gifted students from new immigrant families studied in regular gifted resource-room programs in Taipei County, Taipei City and Taoyuan County. Among them, female were more than the male. Their families were almost composed with a mother from foreign country and a Taiwanese father. There were no big discrepancies among their social-economic status. 2. The results of the school adaptation problems questionnaires indicated that gifted students from new immigrant families were significantly lower than the gifted students from non-new immigrant families. 3. The findings of the school adaptation problems questionnaires also indicated no differences in gender, gifted class type, cultural diversity and social status were found among these new-immigrant gifted students. The interview’s results showed inter-personal relationship and negative value concepts were the lowest parts which needed to be enhanced. According to the findings, some suggestions were made to the future development of gifted education and following studies.