國小資優班教師在職進修之需求評估

The Need Assessment of In-service Education for Gifted Classes Teachers in Elementary Schools

本研究的目的在探討不同背景的資優班教師對於資優教育在職進修方式與課程內容之需求意見，以作為需求評估時之參考依據。本研究採用問卷調查法，以研究者自編之「國小資優班教師在職進修需求之調查問卷」（包含四個向度：課程與輔導知能、測驗施測技術、資優生的鑑定方法、特殊族群資優的認識）施測，研究對象取自臺灣地區二十三個縣市（兩個院轄市、五個省轄市及十六個縣）設有資優班的國小共203間，每一所學校抽取資優班教師兩名（若該校資優班有兩類以上，則每類各抽一名），有效樣本共291人，有效問卷回收率為71.67%，所得資料以百分比、平均數、標準差、卡方、變異數分析和薛費法等統計方法進行處理。本研究之重要結論臚列於下：一、國小資優班教師對於在職進修之需求，最喜歡的管道是「全時進修」；最喜歡的型式是「進修學位」；最喜歡的時間是「暑假」；最喜歡的機構是「設有教育學院、系、所或學程之一般大學」；最喜歡的課程內容是「課程與輔導知能」。二、國小資優班教師除了資優班教師類別此一變項外，其他背景變項（性別、服務年資、資優教育背景）對於在職進修管道、型式、時間、機構、課程內容之需求皆有顯著的差異。最後根據研究的結論，對辦理國小資優班教師在職進修之行政單位及未來研究提出若干具體的建議。

The purposes of this study were to explore the needs of teachers in gifted classes with different background and their opinions towards in-service educational mode and curriculum of gifted education as bases of needs assessment.The research methodology of the questionnaire investigation was utilized to gather data for this study. The survey instrument， named ＂Questionnaire of needs for teachers in elementary gifted classes towards in-service training＂ was developed and administered by the researcher. This questionnaire included four dimensions， such as: competency of curriculum and guidance， technique of carrying out tests， identification methods of gifted students， and understanding of gifted students in particular communities. The subjects of research came from 203 elementary schools with gifted classes in Taiwan， including 2 municipalities directly under the Central Government， 5 municipalities directly under the province， and 16 counties. Two teachers of gifted classes in each school were sampled; for those schools with more than two categories of gifted classes， only one teacher of each category was sampled. The total number of valid samples was 291 teachers. The valid percentage of retrieve is 71.67%. Percentage， means， standard deviation， chi-square， ANOVA and Scheffe method were used to process data. 　　The major conclusions resulting from the study included: 1.For the needs of in-search education for elementary teacher in gifted Classes， the questionnaire revealed that the most popular approach is 'full-time in-service education'. The most popular type is 'pursuing further academic degree'. The most popular time for in-service training is in 'summer vacation'. The most popular organization is 'university or college with department， graduate school or program of education'. The most popular course is 'curriculum and counseling'. 2.Excluding categories of teachers in gifted class， teachers in elementary gifted classes had significant differences in background variables (gender， service years and background of gifted education) for the needs of in-service education approach， types， time， organizations and curriculum contents.Finally， based on the research conclusions， several suggestions were proposed for administrative units implementing teachers' in-service education in elementary gifted classes as well as suggestions for future research.