國小普通班教師鑑別潛在一般智能資優學生之調查研究

Abstract

本研究旨在了解國小普通班級任教師在鑑別潛在一般智能資優學生時所使用方法頻率及知能認同情形，並分析不同背景變項的國小普通班級任教師在鑑別方法使用頻率與知能認同程度的差異性。本研究採用問卷調查法進行研究，以全國國小普通班級任教師為研究對象，使用自編「教師鑑別潛在一般智能資優學生方法之調查問卷」為研究工具。共回收381份問卷，有效問卷350份。所得資料以描述性統計、t檢定、單因子變異數分析等統計方法進行分析。研究發現如下：一、國小普通班級任教師在鑑別方法上，較常使用觀察學生行為表現、學習成果，較少使用重要關係人描述、評量工具來鑑別潛在資優學生。二、國小普通班級任教師在鑑別知能上，認知學習、情意動機、創造思考、人際領導、學業成就等五向度皆認同。三、不同服務學校區域、不同服務學校資優班級類型、不同資優教育專業背景、不同資優教育服務經驗、是否曾推薦學生參加資優鑑定、班上有無資優學生之國小普通班級任教師，在使用鑑別方法頻率有所差異。四、不同服務學校區域、不同服務學校資優班級類型、不同資優教育專業背景、不同資優教育服務經驗、是否曾推薦學生參加資優鑑定、班上有無資優學生之國小普通班級任教師，在對鑑別知能認同程度有所差異。依據研究結果，提出具體建議，提供教育行政機關、學校行政單位及後續研究做為參考。

The purpose of this study was to understand the frequency of methods used and the recognition level of relevant knowledge among classroom teachers in identifying potentially gifted students. It also analyzed their differences in the frequency of use of identification methods and the recognition of relevant knowledge due to the variables of teachers’ background.The research used a questionnaire as a main instrument. Classroom teachers nationwide were the subjects. A self-developed instrument, the"Questionnaire on Teachers' Methods for Identifying Potentially Gifted Students with General Intelligence," was designed and utilized. In total, 381 questionnaires were collected, among them, 350 were valid. Descriptive statistics, t-tests, and one-way ANOVA then were performed to analyze the collected data. The findings from this study are below: 1. Classroom teachers more frequently use behavior observation and learning outcomes as identification methods for potential gifted students. They less frequently use significant others descriptions and assessment tools.2. Classroom teachers acknowledge five dimensions of identification competences: cognitive learning, affective motivation, creative thinking, interpersonal leadership, and academic achievement.3. There are differences in the frequency of using identification methods among classroom teachers based on factors such as the region of the school district, whether the school offers general intelligence gifted classes, different professional background in gifted education, different experiences in gifted education services, whether they have recommended students for gifted identification, and whether they have taught classes in the past four years with students who passed gifted identification.4. There are differences in the degree of acknowledgment on identification competences among classroom teachers based on factors such as the region of the school district, whether the school offers general intelligence gifted classes, different professional background in gifted education, different experiences in gifted education services, whether they have recommended students for gifted identification, and whether they have taught classes in the past four years with students who passed gifted identification.Based on these findings, specific recommendations were provided for reference by educational administrative authorities, school administrative units, and future researchers.