語文資優生情感性觀點取替之探討－以國小一年級學童為例
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Date
2016-12-??
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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
研究為了解小一語文資優生( 簡稱語資生) 情感性觀點取替，發現語資生與非語資生再認情緒表達與辨認因情境引起的情緒無不同。小一語資生在辨認因慾望引起的生氣情緒較明顯，原因是理解事件起因後，以精熟語言指出不合理觀點，非只聚焦情緒表現，而是積極表達意見與提出解決方案，此為語資生面對慾望情緒的社會互動能力。根據結果期望提供語資生情意教育參考，了解語資生情緒理解與社會互動潛在因素。
The purpose of this study is to investigate the affective perspective-taking in verbally talented first graders. No difference was found between verbally talented first graders and their average ability age-peers in recognizing emotion expression and situation-based emotions. On the other hand, we found that the verbally talented first graders showed more desire-based angry than their non-gifted peers. The verbally talented first graders could use language accurately to describe unreasonable situation, not only a focus on emotional expression but also an expression of positive opinion and solutions, which was the ability in social interactions when dealing with desire-based emotions. The above findings attempting to explore the relationships between emotion understanding and social interaction of the verbally talented gifted provided a reference for affective curriculum for the gifted.
The purpose of this study is to investigate the affective perspective-taking in verbally talented first graders. No difference was found between verbally talented first graders and their average ability age-peers in recognizing emotion expression and situation-based emotions. On the other hand, we found that the verbally talented first graders showed more desire-based angry than their non-gifted peers. The verbally talented first graders could use language accurately to describe unreasonable situation, not only a focus on emotional expression but also an expression of positive opinion and solutions, which was the ability in social interactions when dealing with desire-based emotions. The above findings attempting to explore the relationships between emotion understanding and social interaction of the verbally talented gifted provided a reference for affective curriculum for the gifted.