校本資優教育適才服務方案之行動研究

An Action Study on the School Based Differentiated Programs for the Gifted in Taiwan

本研究乃因應2008年發表資優教育白皮書所掲櫫之行動方案，提倡以學校爲本位，發展區分性教學方案，希望有資優特質的學生，不論在普通班或資優班，皆有機會達到適性學習的目標。行動研究主要分爲兩大部分進行，第一部分在於發展研究工具，以協助第二部分區分性教學實驗的進行。研究工具發展結果總共發展出三種信、效度良好之實用工具，包括：1.教師教學行爲觀察量表：檢視教師的區分性教學行爲；2.學生學習需求評量表：了解學生的學習偏好之輸入、歷程與產出及學科領域學習興趣與態度；及3.社區資源與支援調查問卷：協助教師分析社區資源及支援系統的使用情形。區分性教學實驗的實施區域涵蓋臺灣地區北、中、南部，研究對象包含國民中小學教育階段，安置於普通班及資優班之資優生與普通生，實施的科目和領域包括數理與人文。實施結果分別從區分性的層次、策略與成效加以分析比較。最後，並提出建議的實施方式。

This study was in response to one of the action project of The White Book of Gifted Education in Taiwan 2008. The main purpose of this study was to investigate the applicability of school-based differentiated programs for the gifted， expecting the students would fulfill their potentials wherever they were in regular classes or gifted programs. The action research proceeded in two parts. Part Ⅰ was developing three instruments to assist the experimented teaching of differentiated instruction. Part Ⅱ was the implementation of differentiated instruction. Three research instruments in good reliability and validity were developed. They were Observation Scale of Teaching Behaviors (OSTB)， Needs Assessment Scale of Students' Learning (NASSL)， and Questionnaire of Community Resources and Supporting Systems (QCRSS). The OSTB was designed to examine the teachers' behaviors of differentiated instruction. The NASSL was designed to understand students' preferred way of input， processing and output upon learning in varied subjects. The QCRSS was designed to assist teachers in analyzing the applicability of community resources and supporting systems. The implementation of differentiated instruction was experimented in northern， central， and southern Taiwan. Subjects were students both in elementary and secondary schools from regular classes and gifted programs. Mathematics， science， and language arts were implemented in differentiated approaches. The results of experimented teaching were analyzed in the aspects of differentiated levels， strategies and effects. Also a proposed framework of implementing differentiated programs was provided.