盧台華Tai-Hwa Lu王琡棻Shu-Fen Wang2019-08-282017-1-62019-08-282011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0894090071%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91930本研究目的在建構認知–情意交織特質對資優行為之預測模式，並探究認知–情意交織特質介入方案對提升國小資優學生認知–情意交織特質、創造性傾向與資優行為之成效。研究主要分為兩階段，第一階段係以709位就讀高雄市國小一般智能資優資源班學生為受試對象進行調查研究，第二階段則以187位國小資優生為受試對象進行認知–情意交織特質介入方案實驗研究。茲將研究發現分述如下： 一、國小資優學生的認知–情意交織特質與資優行為的分布情形 (一)國小資優學生在認知–情意交織特質全量表及6個分量表之表現均為正向，且以對主題或學科的熱情之特質表現最佳，以人道關懷與身心活力較弱。 (二)教師認為國小資優學生在資優行為具有正向之表現，其中以快速學習表現較佳，風趣幽默表現較弱。 (三)國小資優學生認為其在資優行為具有正向之表現，其中以快速學習的表現較佳，語文表達之表現較弱。 二、國小資優學生認知–情意交織特質對資優行為之預測模式 認知–情意交織特質能有效預測教師評定之資優行為，預測力為.05；亦可有效預測學生自評之資優行為，預測力為.60。 三、認知–情意交織特質介入方案提升國小資優學生認知–情意交織特質、創造性傾向與資優行為之成效 (一)認知–情意交織特質介入方案能有效提升國小資優學生整體認知–情意交織特質與創造性傾向，且對兩者之效果相當。 (二)教師與學生均認為認知–情意交織特質介入方案能有效提升國小資優學生之整體資優行為表現。 (三)認知–情意交織特質介入方案之成效為先藉由提升學生之認知–情意交織特質，再進而提升其資優行為。 四、國小資優學生在認知–情意交織特質介入方案各單元的進步情形與滿意度 (一)認知–情意交織特質介入方案各單元能有效提升國小資優學生的樂觀、勇氣、對主題或學科的熱情、人道關懷、魅力與遠景等各項認知–情意交織特質。 (二)多數學生表示喜歡認知–情意交織特質介入方案之內容，亦表示認同各單元議題與保護地球之重要性。The main purposes of this study were (1) to construct the model of the co-cognitive traits for predicting gifted behaviors and (2) to explore the effects of a self-designed co-cognitive traits intervention program on enhancing the co-cognitive traits, creativity tendency, and gifted behaviors of the elementary gifted students. The study mainly composed of two stages. On the first stage, 709 gifted students from various Kaohsiung Elementary Schools were administered co-cognitive traits scale for the first purpose. Then, 187 were selected as experimental subjects to participate in the co-cognitive traits intervention program. The main findings were stated based on the research questions were as follows: I.Regarding the distribution of co-cognitive traits of elementary gifted students and their gifted behaviors: (I)The performances of all gifted students indicated a positive tendency on the whole co-cognitive traits scale and its 6 sub-scales. They performed better in romance with a topic or discipline but weaker in the sensitivity to human concerns and physical/ mental energy. (II)Teachers thought gifted students had positive performances on gifted behaviors, Among them, “rapid learning” was most obviously shown but “sense of humor” was the weaker one. (III)These gifted students believed that they presented positive performances on gifted behaviors. They also thought “rapid learning” was the better one. However, they indicated they performed weaker in language expression. II.Concerning the prediction model of the co-cognitive traits of gifted students to their gifted behaviors: Teachers thought the co-cognitive traits could effectively predict gifted students’ gifted behaviors with predictive power of .05. Gifted students themselves also thought the same with predictive power of .60. III.The effects on the enhancement of gifted students’ co-cognitive traits, creativity tendency, and gifted behaviors after receiving the co-cognitive traits intervention program: (I)The co-cognitive traits intervention program could significantly enhance both the overall co-cognitive traits and creativity tendency. (II)Both teachers and gifted students thought the co-cognitive traits intervention program could effectively improve gifted behaviors. (III)The program effects showed that gifted students’ gifted behaviors were increased after their co-cognitive traits improved. IV.The effects and satisfaction degrees about the units contents of the co-cognitive traits intervention program: (I)All units could significantly enhance co-cognitive traits, i.e., “optimism”, “courage”, “romance with a topic or discipline”, “sensitivity to human concerns”, and ” vision/sense of destiny”. (II)Most students liked all unit contents of the co-cognitive traits intervention program. They also agreed that the themes of each unit were very important and were indispensable to protect the earth.認知–情意交織特質創造性傾向資優行為認知–情意交織特質介入方案國小資優學生Co-Cognitive TraitsCreativity TendencyGifted BehaviorsCo-Cognitive Traits Intervention ProgramElementary Gifted Students