偏鄉資優教育的實踐：以高雄市跨校混成遠距資優教學方案為例

The Practice of Gifted Education in Rural Areas: A Case Study of Kaohsiung City’s Cross-School Blended Teaching Program

本研究探討如何採用跨校混成同步遠距教學方式，對不同學校的資優學生進行獨立研究課程的教學。以高雄市六所學校執行的經驗，歸納出下列有助於遠距資優方案推動的關鍵要素，包括：一、建置合宜的遠距教學環境，確保資優學生在混成教學情境公平學習。二、支持資優教師自發創新與協作共學，具備TPCK能力以實踐有效的獨立研究混成教學。三、提升教師的專業自覺，透過專業及人際影響力建立夥伴關係以達成方案目標。四、協助資優學生透過跨校遠距共學達成獨立研究學習目標。研究發現，藉由跨校混成遠距教學的創新做法，可使資優學生的啟迪不受地理環境與資優服務條件的限制，能有公平的機會開展天賦，值得持續探究與倡議。

This study explored how gifted students from different schools can be supported to enhance their interaction and learning through cross-school online and physical blended teaching methods. Based on the implementation experiences from six schools in Kaohsiung City, four key supportive factors were identified to improve the quality of distance education in gifted programs: 1. Establishing an appropriate distance learning environment to ensure equitable educational opportunities for gifted students in a blended teaching context. 2. Supporting gifted teachers in their spontaneous innovation and collaborative learning by equipping them with Technological Pedagogical Content Knowledge (TPCK) to effectively implement blended teaching for independent study. 3. Enhancing teachers’ professional awareness and building partnerships through both professional and interpersonal influence to achieve program goals. 4. Assisting gifted students in achieving their independent study goals through cross-school distance collaborative learning. The innovative approach of cross-school blended distance teaching enables gifted students to thrive without being limited by geographical constraints or the availability of specialized gifted services. This method provides equal opportunities for students to develop their talents and is deserving of ongoing exploration and advocacy.