臺灣國民中小學資優資源班運作基本模式之探究

陳偉仁; 黃楷茹; 陳美芳; 陳長益

doi:10.6172/BSE.201303.3801003

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P55 - 78

社会科学 > 教育学

DOI： 10.6172/BSE

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台湾国民中小学资优资源班运作基本模式之探究

Implementation Models of Resource Rooms for Gifted Learners in Elementary and Junior High Schools in Taiwan

陈伟仁(Wei-Ren Chen) ；黄楷茹(Kai-Ju Huang) ；陈美芳(Mei-Fang Chen) ；陈长益(Charng-Yi Chen)

特殊教育研究学刊； 38 卷 1 期 (2013 / 03 / 01) ， P55 - 78

繁体中文 DOI： 10.6172/BSE.201303.3801003

资优资源班；运作模式； resource rooms for gifted learners ； implementation models

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摘要 │ 参考文献 (12) │ 被引用文献 (6) │ 国际计量

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Purpose: Gifted education has been implemented for approximately 40 years in Taiwan. Gifted education has become more localized with the expansion of concepts regarding giftedness, change of education policies, teacher professional development, and the revolution of social structures. The purpose of this study is to outline the implementation models for gifted learners in elementary and high schools in Taiwan. These models can provide frameworks for educators who desire designing and implementing appropriate and innovative programs for gifted learners. Methods: Multistage methods were used to construct fundamental implementation models for gifted learners in Taiwan. First, a nationwide survey was conducted to collect relevant information such as commonalities and difficulties when implementing gifted education. Second, a focus group interview was conducted with 11 gifted-education educators. Thereafter, the 4 dimensions (student, teacher, administration, and background) and elements of implementation models were discussed. Third, 8 resource rooms for gifted learners (6 elementary and 2 junior high schools) from exemplary cases were further analyzed to verify and elaborate these dimensions and elements. Findings: 4 fundamental implementation models were found: (a) teacher professional team model: gifted education is successfully implemented based on teacher collaboration and professional development; (b) administration model: administrators have essential roles and incorporate resources to establish gifted programs; (c) teacher-administration collaboration model: teachers work with administrators to manage the development of gifted education and supportive/curriculum systems; and (d) student needs-based model: the supportive/curriculum system is constructed by teacher teams, and flexibly and continually adjusted based on students' needs. Thus, these 4 models are educators' contextualized approaches that they consider gifted education trends, school ecology, community resources, teacher teams, and traits of gifted learners. Conclusions/Implications: The model choice and implementation issues are discussed in accordance with the findings. First, model choice is an eclectic process in which school educators evaluate and make decisions regarding local resources, the development of resource rooms, and qualities of gifted educators in schools. Appropriateness is an essential characteristic of school educators' leadership when gifted education is concerned. Moreover, implementation models are dynamic frameworks rather than rigid standards. Gifted educators are advised to deconstruct standardized programming, but also to make supportive/service systems possible for individualization. Finally, the various methods for programming resource rooms can be considered because diverse educational resources and ecologies exist in the different districts of Taiwan. The flexible programming of gifted education in local districts and careful accountability evaluation from government administration is the recommended route for gifted education.

参考文献 ( 12 ) 〈TOP〉

特殊教育法（2009）：中华民国九十八年十一月十八日华总（一）义字第○九八○○二八九三八一号令发布。[The Special Education Act (2009). Presidential palace, No.09800289381]
身心障碍及资赋优異学生监定标准（2006）：中华民国九十五年九月二十九日教育部（95）台叁字第○九五○一四一五六一Ｃ号令修正发布部分条文。[Standards for Identification of Disabled and Gifted Students (2006). Ministry of Education, No.095014561C]
Colangelo, N.(Ed.),Davos. G. A.(Ed.)(1997).Handbook of gifted education.Boston, MA:Allyn and Bacon.
Colangelo, N.(Ed.),Davos. G. A.(Ed.)(2003).Handbook of gifted education.Boston, MA:Allyn & Bacon.
Maker, J. C.,Nielson, A. B.(1995).Teaching models in education of the gifted.Austin, TX:Pro-ed..

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