資優教育的在地轉化：一個課外方案的實踐與省思

The Localization of Giftedness: The Practice and Reflection of an after-school Program

呂金燮(Chin-Hsieh Lu)；侯貞伊(Chen-Yi Hau)；陳偉仁(Wei-Ren Chen)

資優教育 ； 文化回應 ； 在地轉化 ； 好野人方案 ； Gifted Education ； Cultural Response ； Localization ； Wild-kid program

資優教育論壇

14卷（2016 / 03 / 01）

1 - 26

繁體中文

提供「資優生」學習上的特殊需求是資優教育的目的，也是其之所以為教育領域中專業領域的前提；沒有「資優生」這個預設前提的存在，資優教育能保有其獨特的專業性嗎?「沒有資優生」，資優教育的可能樣貌又是如何?「沒有資優生」，資優教育如何持續蓬勃發展？2012年一個資優教育的團隊，在體制外資源的協助下，跨出「資優生」的預設框架，以專業團隊合作的方式，運用在地社區資源，建構「好野人」的資優課外方案模式，實踐文化回應的資優教育。「好野人」的資優方案強調「資優」是一個潛能優異化的歷程，是一個能力與在地時空無可分割的整體的、動態的與社群共構的展現歷程，「資優方案」支持每位參與方案的兒童能力發展，而不限於服務特定「資優生身份」的族群。本文將從21世紀完全融合的教育理念以及文化回應的角度，討論「好野人」方案模式的實踐理想，以及3年來實踐的歷程分析，並提出資優教育在地轉化的多元可能性。

Providing services to fulfill gifted children's special needs of learning is the purpose and the premise of gifted education as an academic professional field. How will gifted education retain as a unique professional area without the presuppositions of the concept of gifted children? How may the gifted education be and continue to flourish without the concept of gifted children? Since 2012, a cross -disciplinary team of gifted teachers develops a wield-kid gifted program with the resources of local community. Taking the local culture, history, and circumstances into account, the wild kids gifted program steps out the default framework of 'giftedness' and develops a gifted program for local community and non-gifted children. In the wild-kid program, the so-called ＂giftedness＂ is a ＂gifted optimization＂ process of potential development. It refers to a holistic, dynamic and community-based gifted program , but not gifted children. The 'gifted optimization' learning opportunities is open to every child whoever needs it without being limited to a formal identification as gifted students. This paper will discuss the theoretical base of the wild-kid program via integrating the philosophy of fully inclusive gifted education and cultural response perspectives and describe the three years practice of the program. Based a preliminary analyses of the processes, some suggestions for community-based gifted program and alternative gifted education will be proposed at the end of this paper.

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