從才能發展模式探討社經文化殊異資優生的潛能發掘與培育
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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
資優教育學者以才能發展的觀點，重新思考資優概念及資優教育的成果，成為近期資優教育界討論的焦點。本文首先陳述Subotnik、Olszewski-Kubilius 和Worrell（2011）提出的才能發展模式，其主張資優概念為一個具有可塑性及領域特定性的發展歷程。接著，探討低社經、多元族群的資優生才能發展方案實例的做法。透過校本資優教育方案，資優教育教師的服務範圍擴大，從抽離式的課程服務模式轉變成與普通教育教師的合作模式，協助普通教育教師進行挑戰性課程，運用多元化評量，發現每位學生的優勢能力。另有許多高等教育機構提供暑期方案給社經文化殊異資優生，以提升他們潛能的發掘與培育。最後，針對我國資優教育方案辦理情形提出相關建議。
In recent years, scholars using talent development as a framework to rethink giftedness and outcomes of gifted education has become a prominent topic of discussion. This article introduced the talentdevelopment mega-model proposed by Subotnik, Olszewski-Kubilius, and Worrell (2011), suggesting that giftedness is malleable and domain-specific. The talent development programs and practices for gifted students from low socioeconomic status (SES) and/or culturally diverse backgrounds were then explored. Through school-based gifted program, pull-out gifted education teachers who work with identified gifted students have extended their services to include a collaborative model and interaction with classroom teachers, preparing classroom teachers for challenging courses to assess students’ performance and discover students’ potentials by using multiple assessments. Summer camps were also provided by higher education institutions for gifted and talented students from low-income and/or culturally diverse backgrounds to uncover and nurture potentials. This article concluded with suggestions to improve present gifted and talented programs in Taiwan.
In recent years, scholars using talent development as a framework to rethink giftedness and outcomes of gifted education has become a prominent topic of discussion. This article introduced the talentdevelopment mega-model proposed by Subotnik, Olszewski-Kubilius, and Worrell (2011), suggesting that giftedness is malleable and domain-specific. The talent development programs and practices for gifted students from low socioeconomic status (SES) and/or culturally diverse backgrounds were then explored. Through school-based gifted program, pull-out gifted education teachers who work with identified gifted students have extended their services to include a collaborative model and interaction with classroom teachers, preparing classroom teachers for challenging courses to assess students’ performance and discover students’ potentials by using multiple assessments. Summer camps were also provided by higher education institutions for gifted and talented students from low-income and/or culturally diverse backgrounds to uncover and nurture potentials. This article concluded with suggestions to improve present gifted and talented programs in Taiwan.