| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 94 === The research aims at studying the school life of gifted children who enter school ahead of time in Taipei county area. Effective samples totally include of 66 teachers and 61 students, and study tools consist of three parts. First, a form made in duplicate to give to teachers and students to fill in, separately. Second is“, interview outline “of teachers and parents“. Some contents of questionnaire adopt quantitative analysis, and the contents of interview adopt the qualitative analysis. The result of study is as follows:
First, students’ analysis:
1. Studying area: 80.3% of children study in their originally studying area, and 19.7% of children cross district to study.
2. Family's social class level: children account for mostly with high social class level (81.8%), secondly middle class level (15.2%), and lower class lever accounts for only 3%.
3. Birth preface: Rank the eldest child accounts for 51.7 %, rank the second child accounts for 33.3%, and rank the third child takes 15 %.
4. Weight and height: Children's height that enters school ahead of time is equal to children of the right age to school accounts for 43.9%. Children's height that enters school ahead of time is lower than children of the right age to school accounts for 56.1%. Children's weight that enters school ahead of time is equal to children of the right age to account for 33.3%, is less than accounting for 66.7% of the children of the right age.
Second, teachers’ analysis:
1. Teacher sex and the grade of teaching: There are 63 female teachers (97%), and 3 male teachers (3%) served as 35 of the first grade, 22 of the second grade, and 9 of the third grade.
2 .The teacher takes on the top student's teaching experience: Serving as the teacher entering school ahead of time has 12.1%, has had 4.5% to serve as the teacher of top-student class.
3. Teacher's view of the system for entering school ahead of time: 64.6% with approval, 24.6% with objection, and 10.8% with other suggestion.
Third, students’ life adaptation:
1.Students’ comment by oneself: There are the attitude towards studies 95.1% suits well, 4.9% is not good enough. The study performance to have 93.4% suits well, 6.6% is not good enough. There is the interpersonal
relationships 91.8% suit well, 8.2% is not good enough. There is the life situation at school 90.2% suits well, 9.8% is not good enough.
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2. Teachers’ comment: There are the attitude towards studies 95.5% suits well, 4.5% is not good enough. The study performance to have 92.4% suits well, 7.6% is not good enough. There is the interpersonal relationships 93.9% suit well, 6.1% is not good enough. There is the life situation at school 97% suits well, 3% is not good enough.
Fourth, the difference for the adaptation of school life:
Studying area, children's sex, time of entering school, weight and height are as dependant variables; school life is as independent variable. Using ‘’One sample t test‘’ to analyze their differences; and using ‘’one way ANOVA F test ’’to assay the differences between grade, born in preface from school life. Its result is as follows:
1. There is no significant difference between student's sex and school life. Girl students' average is all higher than that of the boy student.
2. Time of entering school, children's height and weight, and studying area makes no significant difference between the adaptation of school life.
3. Grade makes significant difference between the study performance and the adaptation of school. The average increases with the grade gradually besides interpersonal relationships.
4. Born in preface makes significant difference between the adaptation of school life.
Fifth, the qualitative analysis of school life adaptation:
1. 97% of the children can arrive to school on time, and 3% of the children can late still. They are with steady mood.
2. Mostly expect much, attentive oneself in attitude towards study, self, careless, divert one's attention, not positive one or two.
3. It is mostly excellent that the study performance, 9% is still unable to keep up with at present of the same generation. Their studying difficulty is related to hold pens and write, and little relationship with the subjects such as mother language or computer.
4. Behavior of interpersonal relationships with the same generation keeps well more, a few keep relation (18%) that drifts apart relatively with the teacher.
Sixth, the suggestion and view of teachers and parents:
1. The most view of teachers and parents agree this system and the process of screening.
2. To provide bring-up information, offer consultation, follow-up these gifted students, and improve teaching resources for them.
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