| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 92 === This study focused on an exceptionally gifted,Cindy, who was 6th grade elementary school student. Through the method of observation , Interviews, and related information collection, I tried to understand Cindy’s life-experience including the outside and inner experience. The results were as follows:
1. The outside experience:
(1).The mother of Cindy played very important role in her early life. From birth to the present time, Cindy’s mother kept taking good care of Cindy, and directed Cindy’s growing process. She had positive influence on Cindy’s learning and developing.
(2).The early discussion on assigning mother and father roles made Cindy’s family a harmony atmosphere. The relationships of all family members were very intimate.
(3).In academic achievement, Cindy had excellent performances on math and Chinese language, especially .She won the first prize on some famous math national competitions .
(4).In the interactions with peers, the results were quite different from two study fields. In the regular classroom, Cindy showed some difficulties in social adjustment. She came into conflict with her peers more often, but she would do her best to help others when they needed. In gifted resource room, she appa-
rently interacted and adjusted very well with her gifted peers, and they would help each other, too.
(5). In the interactions with her teachers, the results were different from the extent of understanding of Cindy. Teachers of the regular classroom tended to view Cindy as a threat in class-
room, which made Cindy feel uncomfortable. While in the gifted resource room, Cindy felt much more comfortable. The reason might be due to the improprieties of placement and courses arrangement.
2. The inner experience:
(1).The gap of Cindy’s excellent academic achievement and poor social relationship with her regular students caused her inner conflict and influenced her self-concept. She wished to over-
whelmed her regular peers with her achievements, but her lacking of social skills finally came into more conflicts with them.
(2).Though Cindy attended in the regular classroom as well as in the gifted resource room, she spent much more time in regular class-room. She had more sense of belonging in regular class-
room than in gifted resource room. She expected to gain more friendship there.
(3).Cindy displayed high level of moral sensitivity in concerning about people in war and the handicapped. She apparently cared about such moral issues and would express her feelings in her articles.
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