以任務為導向之方案規劃與實踐對經濟不利與文化殊異資優低成就學生的行動歷程探究

A Research on the Planning and Practice of Task-Oriented Programs for Economically and Culturally Disadvantaged Bright Underachievers

本研究先分析經濟不利與文化殊異之資優低成就學生的特質與困境，再依據其需求而規劃以任務為導向之方案，以激發學生之潛能並引導其發掘自身優勢，期能喚起學界對於此類學生之關注與重視。研究參與者為四位來自經濟不利與文化殊異家庭之資優低成就學生，年齡為18至19歲。本研究共規劃四個方案，每一方案分別於寒、暑假，各進行四週，合計二年，共有13位國小四至六年級之原住民學生全程參與。方案規劃分為：「環境生態」、「科學探究」、「文化意識」、「總體營造」等四項主題。行動實踐歷程經過「發現困境」、「找出問題」、「設計內容」、「具體實踐」、「檢討反思」等階段，發現研究參與者於行動歷程逐漸了解自我與環境關係而思考人際意義，使其理解學童感受並發現自身優勢，同時也能反思自身經驗並理解差異而檢視自我評價，進而覺察自我認同的衝突而轉化自身詮釋不同成長環境的觀點。研究參與者於行動歷程之改變為：展現信心與強化動機並持續投入，同時能循序漸進執行任務，終而理解自我的努力，可達成目標之信念。經過結果詮釋與討論，發現研究參與者雖能覺察對自我出身的感受，但甚少關注自身優勢，直到運用其專長帶領學童實踐任務的過程，漸能理解自身背景之特性與反思自我評價。因此，建議教師可從陪伴與傾聽開始，再隨情境改變，適時引導其以不同觀點去看待環境與事件，且應連結家庭與社會資源，藉此深究其內在衝突之不同組型對成就動機的影響，以找出相對應之輔導策略。

Purpose: This study first analyzed the traits and plights of economically and culturally disadvantaged bright underachievers. Then, task-oriented plans were established according to their needs to help them to reach their full potential and guide them to explore possibilities. This research is expected to arouse the attention of such students in academia. Methods: The research participants were four economically and culturally disadvantaged bright underachievers aged 18-19 years. Four programs were designed in this study. Each program was conducted for 4 weeks in winter and summer vacations for 2 years. In total, 13 aboriginal students in grades 4-6 of the primary school participated in this study. The programs were divided into four themes: Environmental Ecology, Scientific Inquiry, Cultural Awareness, and Overall Construction. Results/Findings: The course of action and practice had the stages of discovering difficulties, finding problems, designing content, concrete practice, and review and reflection. The practice process consisted of the following steps: (1) determining the relationship between self and environment to think about interpersonal meaning and promote interaction; (2) identifying children's feelings and discovering their advantages; (3) encouraging children to reflect on their own experiences and understand differences while examining past self-evaluations; (4) rethinking culture and environment to empathize with each other and examine their own views on culture to perceive conflicts of self-identity; (5) thinking about the dilemma faced and changing viewpoints to understand the importance of joint action. The changes in the practice process were as follows: (1) students demonstrating confidence and motivation to participate and to continue investment; (2) research participants performing tasks step by step; and (3) students becoming aware of their own efforts required to achieve goals. Conclusions/Implications: The researchers discussed challenges and suggested solutions according to the observation, recording, and dialogue in the action process. Although research participants perceived the disadvantages of their family background, they paid little attention to the advantages they had. They could not understand the characteristics of family background and undertake self-evaluation until they were given assistance by experts in implementing practical tasks. Therefore, teachers are recommended to start with companionship and listening, and then as the situation improves, they should guide students to view the environment and events from different perspectives. In addition, their family and social resources should be connected to continue to promote well-being. Moreover, future research should explore the effect of different forms of internal conflict on achievement motivation to determine corresponding counseling strategies.