國小資優教育成效指標之建構

Abstract

本研究旨在探討國小資優教育成效指標之建構，運用自編之「國小資優教育成效指標」問卷，以分層立意取樣方式，以臺灣北、中、南、東四區260位國民小學一般智能資優資源班教師與資優教育行政人員為研究對象，進行國小資優教育成效指標之建構。 根據研究目的，本研究先採用文獻分析、專家德懷術，編製國小資優教育成效指標架構與內容；接著運用問卷調查及訪談，以蒐集現場教師意見，了解應用國小資優教育成效指標之困難與建議。 本研究獲得以下結論： 一、「國小資優教育成效指標」之架構為三層級，含六向度、二十項項目、七十二條效標，並採用CIPP模式，分為四個構面，每個構面含括不同的向度。背景構面含括「行政與支援」；投入構面含括「師資與專業發展」；歷程構面含括「鑑定、安置與輔導」、「課程、教學與評量」；成果構面含括「學生學習成果」與「班級特色」。 二、不同性別、年齡、學歷、服務年資、專業背景、區域的資優教育教師與行政人員對「國小資優教育成效指標」整體的適切性與共識度無顯著差異，表示本成效指標之適切性與共識度頗高。 三、應用國小資優教育成效指標之困難與建議如下：五點困難為師資不足變動大、教師協助業務過多、學生個別差異大、短期難以看出成效以及部份效標較不易觀察；四點建議為部份指標需做彈性調整、學生學習成果較適合個別學生檢核，可結合IGP或成績單、班級特色之質性描述能予以方向、檢核結果應在幫助教師。

最後，依研究結果對國小資優教育行政與實務以及未來研究提出建議。

關鍵詞:一般智能資優資源班、成效指標、指標建構、資優教育、資優 教育教師

This study aims to explore the construction of effectiveness indicators of gifted education in elementary school. Therefore, the self-developed questionnaire, “Gifted Education Effectiveness Indicators In Elementary School”, was administered to 260 subjects, including gifted education teachers and administrators in elementary schools from four areas around Taiwan. According to the purpose of the study, literature analysis and Delphi technique were used to construct the effectiveness indicators of gifted education in elementary school, then the questionnaire survey was used to collect quantitative data, and interview method was adopted to gather teachers’ opinions to explain and expand the results of quantitative analysis. The major findings were as the following: 1. The structure of gifted education effectiveness indicators was constituted by three levels, six dimensions, twenty projects, seventy-two indicators, which by using CIPP model were divided into four facets, each one containing different dimensions. The context facet includes "Administrative and Support"; the input facet includes "Teacher and Professional Development"; the process facet includes "Identification, Placement and Guidance", "Curriculum, Teaching and Assessment"; the product facet includes "Student Achievement" and "Class Features". 2. There is no significant difference in the appropriateness and consensus among the gifted teachers and the administrators of different backgrounds variables (gender, age, educational background, seniority, professional background, regions). 3. The implementation of gifted education effectiveness indicators showed five areas of difficulty: lack of teachers, teachers' large amount of work and duties, diverse individual differences among gifted students, effectiveness is hard to see in the short term, and some indicators are difficult to observe. Four suggestions demonstrate that some indicators need to be flexible for adjustment, student learning outcomes are more suitable for individual assessment, these indicators can be combined with IGP or transcripts, class features of the qualitative description can be guided, and the results of self-assessment should be to help teachers. Finally, based on the research findings, suggestions regarding the construction of effectiveness indicators and the implementation of gifted education in elementary school are proposed.

Keywords: construct the indicators, effectiveness indicators, gifted class, gifted education, gifted education teacher