資優學生未來觀之個案研究

A case study of gifted students' perspectives on the future

10.6172/BSE.202211_47(3).0003

張衿綾(Chin-Ling Chang)；陳偉仁(Wei-Ren Chen)；陳美芳(Mei-Fang Chen)

未來觀 ； 未來學 ； 生涯發展 ； 資優學生 ； career development ； futurology ； gifted students ； perspectives on the future

特殊教育研究學刊

47卷3期（2022 / 11 / 30）

67 - 96

英文

本研究透過回溯及前瞻的方式進行個案研究，探討資優學生的未來觀。首先探究三位研究參與者在2009年就讀小學時對未來的初始思考與觀點，以及歷經十年，未來觀的發展與變化；接著描述研究參與者在面對未來觀之弔詭時取得平衡的型態。本研究透過深度訪談、文件分析等多元的質性資料蒐集方式，檢視跨越「時間」與「空間」的研究資料。研究結果發現：一、三位資優學生未來觀樣貌多元，有的是追隨現實利益努力向上翻轉人生、或者大膽想像與掌舵將理想寄情於希望、也有持續融合內外在變化創造多元可能。學生具有獨特意義的未來觀，會受個人特質、興趣、重要他人、家庭背景及對世俗框架的想法等影響，經由內在覺察與感知，整合自身對未來的態度、關聯、價值與行動，並隨時間和環境的改變有所調整或變化。二、未來觀發展是一次又一次平衡與躍升的動態歷程。個體面對未來的弔詭衝突時，透過自身內在需求與環境脈絡交互影響，並與個人獨特意義持續連結深化，逐步形塑出個人面對未來觀弔詭時的平衡型態，如：取捨型、僵持型或內化型，進而發展至心中所渴望的未來，建構完整的自我。三、影響學生未來發展的路上，父母有其關鍵影響力。而師生對話亦創造了彼此反思內在初衷與開啟未來視野的機會與可能。研究建議：一、在研究上可持續梳理未來觀相關內涵，以建立資優學生未來觀多元模式或理論，建構未來學取向之資優教育。二、在實務上，教師可透過引導與推動，讓學生從小對未來的感知連結個人內在，有更多的覺察、理解與認識。

Rationale & Purpose: The prospects of the future can affect the present. The perspective on the future is an image or vision which guides individuals' development in the future, and has impacts on task engagement, goal judgment, learning interests and motivation, and career development. In relation to the original intention, self-awareness, and future perceptions, perspectives on the future enable individuals to extend subject action space. However, there was little in-depth research focusing on gifted students' perspectives on the future. The first author, as a teacher for the gifted, helped gifted elementary school students think critically about future environmental problems and share their views about these problems. By thinking about the environmental issue in the future, the students, at the same time, investigated their own perspectives on the future. Extending on that investigation, this case study focused on gifted students' perspectives on the future, which involve attitudes, connectedness, values, and actions. In addition, perspectives on the future gradually change over time and with changes in the environment, which this study also investigated. Perspectives on the future must address paradoxical phenomena, which can create opportunities for creative thinking and imagination and thus create new possibilities. To explore gifted students' perspectives on conflict, contradiction, and imperfection in relation to the future, this study explored paradoxes gifted students encounter, and how they balance the conflicts and possibilities they create through retrospective and prospective approaches. The students' views when they were elementary school students in 2009 and how they changed in the proceeding 10 years were explored. The participants' balance patterns of addressing future paradoxes were also analyzed. Methods: Three participants, Ye, Qing, and Quan, used to be the first author's students in a resource room for the gifted in an elementary school ten years ago. At that time, they participated in a 20-week futurology course and completed a storyboard project about the future. Qualitative case study with diverse methods, including in-depth interviews and document analysis, were employed. The questions in the interview in 2009 were on the students' opinions regarding the relevance and value of thinking about the future and attitudes toward the future. Each student's storyboard depicted their visions of the future; the project was designed to enable the students to imagine their futures through multiple methods. The data from 2019 were obtained through semistructured interviews, the storyboards, and field notes. The interviews in 2019 were conducted to analyze the participants' beliefs regarding the preceding 10 years. Cross-case data were analyzed and interpreted. The first theme related to the students' perspectives on the future, and how they changed over time. The students' balance patterns of addressing paradoxes in terms of their perspectives on the future were presented as well. Findings: Regarding to the gifted students' perspectives on the future and the development of their perspectives, Ye's vision of the future involved accepting reality and striving to change his life drastically. Ye prioritized pragmatism and his interests through a process of compromise and adjustment. Ye had a positive attitude towards the future, and believed that his dreams could come true by hard-working and studying secret skills. As Ye thought about the relationship between the present and the future, he was influenced by parental views, college entrance examinations, secular conditions, and career imagination. Ye constantly compromised and adjusted actions, rationalized his sacrifices in exchange for winning. Pursuing the maximization of realistic interests was Ye's core value of his perspective on the future. Qing focused on hope; even during periods when she followed trends, she never abandoned her ambition. Qing thought of the future positively. In Qing's mind, with the characteristics and behaviors of loving art, compassion for animals, and sensitivity to the environment, she could seize the future. Under the influence of family expectations, unsatisfactory school life, the sudden death of her father, and the tame but challenging mother-daughter relationship, Qing not only suppressed her helplessness, but also seized the future with hope. Qing continued to cross the boundaries, and made connections between imagination and the real life. Keeping personal interests and making dreams come true were Qing's core value. Quan attempted to account for potential changes in the future. For him, the future is open to possibilities, uncertain, and flexible, and he consistently acted accordingly. Quan had a dynamic and confident attitude towards the future. When Quan was a child, he believed that the expertise of police was very sacred. In order to attain his father's achievement, being a good police, his expectations were physically strong, understand the law, and have excellent academic achievement. Under the influenced of the heroic image of his father and various interpersonal interactions, Quan managed the conflict between dream and reality, and gave appropriate tolerance and flexibility to transform the situation that he encountered. In the process of enriching life, awareness of self-enthusiasm and creation of diverse possibilities was the core value of Quan's perspective on the future. Each student grew considerably, and their balance patterns of facing the future were crucial to enhancing their lives. The students exhibited three balance patterns of addressing paradoxes, namely trade-offs, stalemates, and internalization. Ye often made traded-offs and seek balance through a utilitarian approach, creating opportunities to mature into a strong individual. By contrast, Qing often encountered stalemates and attempted to challenge herself in the virtual world in pursuit of an ideal future. She often encountered dilemmas but continued to strive for her ideal future. Quan attempted to achieve balance through internalization. He noted that interpersonal interaction should always be sincere. In addition, Quan modified his balance patterns of addressing paradoxes and internalized them, thereby growing substantially. Conclusions & Implications: The students differed considerably in their perspectives on the future, which were determined by their personalities, interests, significant others, families, and thoughts regarding secular life. All three students' perspectives on the future changed with their environments and over time. The students integrated their own unique personal meaning into subject consciousness through inner awareness and perception. Their original intention by multiple imaginations in the development shaped the diverse ways to construct their perspectives on the future. Their perspectives developed through a dynamic process involving balance and progress. Through the interaction between their needs and the environments, and the constant connection to personally unique meaning, the students' balance patterns of addressing future paradoxes, namely trade-offs, stalemates, and internalization, were gradually shaped. In addition, their respective balance patterns of addressing paradoxes enabled them to develop their desired futures and construct holistic selves. The students' parents also affected their career prospects, and teacher–student dialogue provided opportunities for the students to reflect and broaden their horizons. Future studies could continue to explore gifted students' perspectives on the future and create models and theories to develop future-oriented curricula for such students. Teachers should help students think about the future from an early age to ensure they develop an ability to connect their perception of the future with their inner selves, and have more awareness and understandings of the future.

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