郭靜姿Kuo, Ching-Chih顏瓊雯Yan, Chyong-Wen2025-12-092025-12-312025https://etds.lib.ntnu.edu.tw/thesis/detail/128fc4aa461a7ed657cd1f9251426dc9/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/124711二十年前國立臺灣師範大學特殊教育學系（郭靜姿等，2006，2007）曾對高中資優班畢業女性進行追蹤研究，二十年後本研究展開對該群女性在中年期的追蹤。研究者透過半結構訪談蒐集資料，以現象學的研究取向分析、統整來自數理、語文、美術、音樂及舞蹈五領域的18 位年齡介於四十至六十歲之間女性的自述，藉以了解她們進入職場後生涯、才能發展的情況及對自我實現的詮釋。期望本研究的發現能有助於了解資優班女性在進入職場後生涯、才能發展及自我實現的情況、所需的支持與資源、未來教學上應著重哪些面向及給予資優學生哪些協助，使資優班學生有更好的條件進入職場發揮長才。研究結果與發現如下： 一、 生涯發展 在生涯發展上發現這些資優班畢業女性職業類型多為Holland職業分類中的社會型、企業型與研究型等需與人互動之職業，故人際互動能力成為其職涯發展與升遷的關鍵因素。在生涯定向上，學術資優多定向於大學、研究所階段，職涯呈現直線式地發展專業；藝術才能資優則多定向於中小學，工作選擇以契合興趣為主，職涯發展具擴散性與多元性。這些女性普遍追求家庭與工作的平衡，故家庭與社會的育兒支持體系對其生涯持續發展具有重要影響。她們生涯發展的主要影響因素包括：貴人相助與社會機會、個人正向特質以及家庭經濟與重要他人之支持。生涯發展主要困境為人際互動與主管職的人際管理挑戰，此與他們多為內向性格有關，進而影響其升遷與職涯選擇；其次則為理想與現實之間的矛盾衝突。其擔任主管的領導風格多採取柔性領導方式，強調以身作則，注重團隊合作與溝通和諧。 本研究亦發現各教育階段師長對受訪者的生涯發展有不同程度之影響。國中小教師主要影響藝術傾向之早期定向，高中教師影響其大學選系，而大學及研究所教師則在其職業選擇上扮演最直接與關鍵的角色。因應此一歷程，生涯輔導應依發展階段調整策略，以提供適切支持。 二、 專業/才能發展 本研究中的受訪者專業與才能發展歷程具有階段性特徵，且每階段均高度依賴家庭支持。整體而言，三十歲前為探索與奠基期；三十至四十歲為衝刺扎根期；四十至五十歲則進入多元開展與價值轉向期，在工作、家庭、健康與意義等多面向間追求平衡；五十歲後以回歸自我、實現自我的未竟之志為主，並關注健康、自主學習及回饋社會；對未來的規劃則以維持健康、學習、回饋社會或追求意義為主軸。 影響上述女性專業發展的因素包活：是否選擇適切之職場場域、社會價值觀、環境之支持系統與典範激勵的環境因素，以及個人之獨立自主性、勇於嘗試、企圖心、熱情及是否能把握機會。整體而言，受訪資優女性對自身之專業發展皆持正面肯定態度且多已展現卓越成就。 對於資優教育的建議，數理資優女性強調課程應多元化，融入人文與藝術以提升人際與壓力調適能力；升學應強化校本課程以方便學生就近入學；情意輔導方面尤需關心及協助低成就學生的心理及學習，並重視適切的師生比以因應資優生多元的需求，並加強情意及領導力之特需課程以協助學生生涯發展。藝術資優女性則建議課程應多元化以強化學生應變、人際與藝術欣賞能力，並鼓勵家長及學生參與課程設計，大學端則應強化生涯與職涯培訓，並促進產學合作以拓展學生就業與展演機會。此外，音樂資優建議資㑯鑑定試題應生活化，且課程應減少背誦；舞蹈資優則呼籲教育主管單位需重視舞蹈師資的培育以補足師資缺口。三、 自我實現 受訪者在自我實現方面多不預設特定目標或長遠規劃，傾向活在當下、順勢而為，重視把握眼前機會並努力完成當前任務，展現出務實的生活態度。他們的自我實現是在自我、家庭與社會的生態系統中實踐個人所認定的價值，而非追求事業上的功成名就。家人是其自我實現重要的助力與阻力來源，成就感則包含工作、家庭及自我滿足層面。 高中資優班畢業女性進入中年後對成功的定義是成就自己所定義的成功並能受人敬重，傾向關係及意義取向，非社會既定的外在標準，亦與傳統以男性觀點為主的成功定義有所不同。 最後，本研究針對以上研究結果提出實務上與研究上的建議。Twenty years after National Taiwan Normal University (Kuo et al., 2007,2007) conducted a study on female graduates of gifted high school programs, this research revisited their career and talent development. Using semi-structured interviews and a phenomenological approach, the study analyzed narratives from 18 gifted women in their 40s and 50s across five domains: mathematics and science, language, fine arts, music, and dance.This study explored their career paths, self-actualization, and reflections on gifted education. The findings provided insights into workplace trajectories, talent development, and the support systems needed for gifted women. Additionally, the study aimed to identify key instructional and support strategies to help gifted students apply their talents professionally.I. Career Development This study found that gifted women often pursued careers in Social, Enterprising, and Investigative fields according to Holland’s typology, highlighting interpersonal competence as crucial for advancement. Academically gifted women typically followed linear, specialized paths through higher education, while artistically gifted women preferred interest-driven, diverse careers in primary and secondary education. Balancing work and family was a common priority among the women who participated in this study, with career sustainability relying on family-friendly policies and societal support. Career success was influenced by social capital, personal traits, and strong familial support. Their challenges included interpersonal and managerial difficulties, often linked to introversion, which hindered advancement. The leadership styles of the interviewees tended to be collaborative and relational. They also noted that educators played different roles at each educational stage—early teachers shaped interests, while university mentors had the most direct impact on career choices. As a result, they suggested that career guidance should align with developmental stages and evolving needs.II. Professional/Talent Development The professional development of the women interviewed followed a stage-based trajectory, with strong reliance on family support throughout. Before age 30, they were in a phase of exploration and foundation-building; from 30 to 40, they focused on advancement and consolidation; from 40 to 50, they pursued diversification and reorientation, seeking balance among career, family, health, and meaning. After 50, the emphasis shifted to self-actualization, lifelonglearning, health, and social contribution. Future goals primarily centered on well-being, continued growth, and giving back to society.Key factors influencing their development included workplace fit, social values, support systems, role models, and personal traits such as autonomy, ambition, passion, and initiative. Most participants expressed a positive view of their careers and had achieved notable success.In terms of gifted education, interviewees who majored in STEM fields emphasized the need for diversified curricula that integrated humanities and arts to enhance interpersonal and coping skills. They advocated for stronger school-based programs, emotional support for underachieving students, appropriate teacher–student ratios, and leadership development courses. Women who majored in the arts highlighted the importance of curriculum diversification to strengthen adaptability, social skills, and appreciation of the arts, and encouraged parent–student involvement in course design. At the university level, they recommended that educators improve career training and industry–academia collaboration to broaden career opportunities. Women who majored in music suggested that education departments develop more practical identification tests and reduce rote learning, while those who majored in dance emphasized the urgent need for teacher training to address instructorshortages. III. Self-Actualization Generally, the interviewees mentioned that they had not set long-term goals for self-actualization, instead adopting a pragmatic, present-focused approach. They prioritized seizing opportunities and completing immediate tasks, reflecting a practical attitude toward life. Their self-actualization was embedded within the ecosystem of self, family, and society, driven by personally defined values rather than the pursuit of fame or conventional career success. Family played a dual role as both support and constraint, and their sense of fulfillment encompassed work, family, and personal growth.The women who graduated from gifted high school programs defined success as achieving personally meaningful goals and earning respect, favoring relational and value-based interpretations over socially prescribed, often male-centric, definitions of success.Finally, this study offered practical and research-oriented recommendations based on these findings.女性資優追蹤研究生涯發展才能發展自我實現gifted womenfollow up studycareer developmenttalent developmentself-actualization學術論文