Christine Chifen Tseng2014-10-272014-10-272013-02-??http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/12365英文資優方案、教師信念、凱利庫存方格技術Teacher beliefs have been proven to influence classroom practices. However, they cannot be inferred from direct classroom observation or by checking an inventory of pedagogical beliefs. The present study aimed to explore an EFL teacher’s beliefs about English talented program implementation by applying the repertory grid technique, a qualitative research method which has its roots in Kelly’s Personal Construct Theory. Through the repertory grid technique interviews and with the help of Principal Component Analysis method from SPSS package, six beliefs of the participant’s were extracted about this innovative implementation. Further examination of these beliefs revealed that certain societal and cultural factors have great influence on teacher beliefs and that some important curriculum modifications for gifted and talented learners were not given due attention. It is suggested that social and cultural factors should be taken into consideration when developing such talented programs and when providing in-service teacher training so as to enhance the efficacy of the programs.教師信念已經文獻證明會影響教師課室教學然而教師信念並無法直接從課堂上的觀察推斷而得也無法藉由勾選教學信念問卷推斷得知。本研究旨在藉由應用質性研究法凱利庫存方格技術探究高中英文教師對高中英文資優方案實施的信念。凱利庫存方格技術源自於凱利所提出的個人構念理論經由庫存方格技術訪談以及SPSS 套裝軟體中的主成份分析法的分析擷取出六則參與教師對於英文資優方案實施所抱持的信念。經進一步的檢核與探討發現某些社會及文化因素對參與教師的信念形成有很大的影響同時也發現某些針對資賦優異學生設計的區分性課程中重要的課程調整並未被參與教師注意到。本研究建議在規劃此類資優方案時一些影響甚鉅的社會及文化因素宜納入考量同時也應提供教師在職進修機會補足實施英文資優方案所需之跨領域專業知識與概念以提升資優方案的品質與效能。English talented programsteacher beliefsthe repertory grid technique