陳昭儀Chen, Chao-Yi李家兆Li, Chia-Chao2019-08-282013-7-182019-08-282013http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN060009020E%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91774本研究透過敘事探究的方式，敘説一個社經地位不利資優生社群的故事，包含我在這個社群實踐的故事，還有我與我們生命共同交織的畫面。 本研究的敘寫方式以「河流」的流動做為書寫的軸線，共分為六個章節。故事的開始從「生命之流，源頭」開始，是整個故事的起點，敘寫此社經地位不利資優生社群──「青年投資計畫」的緣起，以及我與這個社群的連結及故事敘説的目的。在「上游，過往流域」的章節，闡明敘事的概念、思維與方法；並在「中游，數流之交會」裡，書寫我在這個實踐場域的故事，和我與五位研究參與者生命的交會，且映照出我們的生命之光。更將我自身的生命故事在「下游，蜿蜒的脈動」裡敘説，包含我的家庭故事與求學生涯，找出屬於這段生命歷程的珍珠。最後，在「目的地，無止盡」裡，我回觀這段書寫過程是充滿張力的歷程，是我與我自己深度對話的寶藏，且找尋到我在實踐過程實踐知識與我和這個社群的關係。在「生命之海，納百川」裡，探訪屬於自己内在英雄的行旅，並且敘寫我對於這個故事之後的期待。This study aims to depict the story of socioeconomic status which is unfavorable for gifted students, including me and our lives participating in the story. The study can be divided into six chapters, the way it depicts the story is through the flow of the stream. The story begins with the source of a lifestream, which is the starting point of the whole story, depicting the socioeconomic status which is unfavorable for gifted student group, it is alsothe origin of the project to teenager investments and the purpose of my connection in this group. In the chapter of upstream, it explains the aspect, thought and research method of depiction. In the midstream chapter, it tells the story of my five participants and me participating in this situation, reflecting the light of our lives. The story of my life is presented in the downstream chapter, including my family and learning process and finding out the essence of this period of life. At last, in the purpose chapter, I over view the whole process and regard it as a magnificent progress. It is the precious of me talking to myself deeply and relationship which I have been searching for between the knowledge and the group. In the ocean if lives chapter, I explore the journey of my inner hero and depict the expectations after this story.社經地位不利資優生社群敘事探究communitylow socioeconomic status gifted studentsnarrative inquiry