教師對文化殊異資賦優異學生之覺知探究

A Probe into Teachers' Awareness of Gifted and Talented Students from Culturally Diverse Backgrounds

鄭景元(Ching-Yuan Cheng)

教師 ； 文化殊異 ； 資賦優異 ； 覺知 ； Teacher ； Cultural diversity ； Gifted and talented ； Awareness

資優教育論壇

19卷2期（2021 / 10 / 01）

74 - 96

繁體中文

觀察推薦是學生在接受正式資優鑑定前的首要條件，其為攸關文化殊異資優學生能否被發掘並接受資優教育服務的關鍵。本研究目的在探究教師對文化殊異資賦優異學生覺知，以文化敏感度三大層次，覺知、概念化和個體敏感度為分析主軸，邀請具實際接觸文化殊異資賦優異學生經驗的四位教師參與研究。研究方法為質性研究取向，資料蒐集採用半結構式訪談，並以質性方式進行歸納、分析。本研究結果有二：首先，教師對文化殊異資賦優異學生覺知樣貌不同；其次，教師對社會文化與能力本質體現的覺知具差異性，二者未明確釐清。依據研究發現，建議資優觀察推薦歷程中應提供明確脈絡以利教師對多元文化殊異性之理解，進而有助於文化殊異資優學生的發掘。

Recommendation through Observed is the primary condition for students before accepting the formal gifted identification. It is the key to whether gifted and talented students from culturally diverse backgrounds can be discovered and receive gifted education services. The purpose of this research is to probe teachers' awareness of gifted and talented students from culturally diverse backgrounds. With three dimensions of the cultural sensitivity (CS), awareness, conceptualization and idiographic sensitivity as the main analysis, and invited four teachers as participants who have practical contact experience with gifted and talented students from culturally diverse backgrounds. The research method is qualitative research, and the data collection adopts semi-structured interviews, and conducts qualitative induction and analysis. There are two results of this research: First, teachers have different perceptions of gifted and talented students from culturally diverse backgrounds; secondly, teachers have different perceptions of social culture and the essence of ability, and the two have not been clearly clarified. According to research findings, it is recommended that a clear context should be provided in the process of gifted identification and recommendation to facilitate teachers' understanding of the cultural diversity and to promote the discovery of gifted and talented students from culturally diverse backgrounds.

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