自主需求與資優生情意教育
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Date
2010-06-??
Authors
胡宗光
Journal Title
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Publisher
國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本文以「自主需求」為主體，從探討資優生自主需求，與自主的環境對於資優生學習的影響，進而提出營造一個自主環境對資優生之助益，歸納出能夠引導資優生自主的策略、情意指導原則，最後根據文獻審視九年一貫課程能力指標是否足以培養資優學生自主能力，而提出情意課程規晝的建議。
Autonomy, one of the main three needs of the human Iife, was the main target of the article. At first, the author explored the concept of autonomy, and its interaction with the environment. He then proposed an autonomous environment for gifted students where their needs of autonomy and affection development could be met. Then, the author pinpointed that the competence indicators of Grade 1-9 Curriculum were not enough to cultivate gifted students' sense of autonomy, and he thereby recommend ways to design affective curriculum.
Autonomy, one of the main three needs of the human Iife, was the main target of the article. At first, the author explored the concept of autonomy, and its interaction with the environment. He then proposed an autonomous environment for gifted students where their needs of autonomy and affection development could be met. Then, the author pinpointed that the competence indicators of Grade 1-9 Curriculum were not enough to cultivate gifted students' sense of autonomy, and he thereby recommend ways to design affective curriculum.