國小低年級提早入學資優兒童學習適應之調查研究

A Research on Learning Adjustment of Gifted Preschool Children's Early Entrance to Elementary First and Second Grades

本研究旨在探討提早入學資優兒童的學習適應情形，及親師對目前辦理提早入學的看法。研究對象為通過高雄市提早入學鑑定，於民國94、95學年度進入國小低年級就讀的資優兒童其父母及導師各112人，所得資料經描述性統計分析、獨立樣本t考驗及二因子變異數分析，結果如下：1、親師都認為提早入學資優兒童普遍的學習適應情形良好。2、父母對學生適應情形的評定得分顯著高於教師的評定。3、親師在「生活自理」方面適應情形的評定，其女生得分顯著高於男生；但在「身體狀況」方面適應情形的評定，父母覺得男生得分顯著高於女生。4、本研究年級變項對提早入學資優兒童學習適應情形，未達顯著差異（F＝1.65，p＞.05）。5、近九成的親師支持辦理提早入學方案。6、多數的父母期望提早入學資優兒童在學校的學習能有中上以上的表現。7、目前班級中有提早入學學生的教師，大都採取和全班一樣進度的方式教學。8、多數的教師表示曾參與資優相關的研習活動，未來也希望能參與實務經驗相關的研習。9、多數的親師表示關心提早入學資優兒童的學習適應情形，親師之間會透過溝通方式了解資優兒童學習的情形。

The purpose of this study, mainly using survey, is to examine the learning adjustment of gifted preschool children's early entrance to elementary schools and both the parents' and teachers' viewpoints on the early entrance program. The surveyed subjects were 112 parents and 112 teachers whose children and students were elementary first and second graders from Kaohsiung city who had passed the early entrance identification. The quantitative analysis of the questionnaires was conducted through descriptive statistics, independent samples t-test and two-way ANOVA. The findings, together with the parents' and teachers' viewpoints and suggestions on the learning adjustment of gifted children's early entrance to the elementary school, were summarized by the researcher as follows: 1. Parents and teachers think that these gifted children generally are good in learning adjustment. 2. Mostly, more parents than teachers consider gifted children's learning situation to be in better shape. 3. Parents and teachers pointed out that girls scored better than boys on 'self-care.' The parents, not the teachers, think that their boys' physical health is better than their girls. 4. Parents and teachers think that gifted children's learning adjustment remains unchanged as their grade alter. 5. Nearly 90 percent of the parents and teachers support the early-entrance program. 6. Most parents hope that the early entrance children would have more than average performance. 7. Currently, the teachers of such class provide the same class schedule for both the gifted and other students. 8. The majority of teachers have participated in gifted education seminars sharing their experience. 9. Most of the parents and teachers are concerned about these children's learning situation, which could be comprehended through parent-teacher communication.