| Summary: | 碩士 === 國立屏東教育大學 === 特殊教育學系碩士班 === 95 === The purpose of this study is to understand the elementary gifted resource teachers’ opinions toward the gifted education goals and curriculum guideline on curriculum design and adaptation, the ways of curriculum design and adaptation, the problems and solution in curriculum design and adaptation, and the factors influencing the gifted curriculum design and adaptation for the elementary gifted resource teachers. In this study, qualitative research is taken first as the core. Using the purposive sampling to select 6 elementary gifted resource teachers as the research samples, the half-structural interview, classroom observation, and document collections are employed on this study. The main conclusions of the studies are as follows:
1. The goals of gifted education are not clear and definite for the elementary gifted resource teachers. On one hand, they hope the gifted education goals are clear and definite to assist designing and adapting gifted curriculum, but on the other hand they are in fear of being restricted on the curriculum design and adaptation.
2. The ways of curriculum design and adaptation used by elementary gifted resource teachers are as follows:
(1) The curriculums for gifted students are varied, and the elementary gifted resource teachers emphasize higher-level thinking skills and independent study skills. They integrate other subject with these skills to give instruction.
(2) On content adaptation, the elementary gifted resource teachers connect related conception to make the content in greater depth and breadth. They focus on the topic of people and methods.
(3) On process adaptation, various actions and teaching strategies are adopted to teach gifted students higher-level thinking skills. Choices of the study topics and actions are provided for the gifted students, but they have limited choices on the ways of present their learning outcomes.
(4) On the assessment and adaptation of students’ outcome presentation, gifted students exhibit various outcomes. The adaptation on solving real-world problems is adjusted according to the choices of gifted students. However, more work should be done to let students face and evaluated by real audience.
(5) It’s an open question on learning environment adaptation. Individualized evaluation standard to different students, accepting different ideas and opinions from students, student- centered environment, and teachers as guiders are provided.
3. The factors influencing gifted curriculum design and adaptation:
Factors influencing teachers’ curriculum design and adaptation are professional knowledge, experience, ideas, interest. For students, learning style, age, background knowledge and experience, individual difference, learning interest and requirements influence the curriculum contents, teaching strategies and actions, mode and standard of evaluation. The factors of class hours, pressure and support from parents, and hiring exterior teachers causing math and science are emphasized and emotion course is ignored in the curriculum influence mutually.
4. The problems and solutions toward gifted curriculum design and adaptation for gifted resource teachers:
To solve the problem of inadequate professional knowledge, hiring exterior teachers, in-service education, team teachings are adopted. For the problems of the motivation and learning attitude of students, employing accurate tool to comprehend students’ needs and abilities, encouraging students and communicating with parents, or returning to regular classes are used. For being neglected by school administration or parents, the solutions are to communicate with administrative personnel and parents and to make a description of the goals.
At last, some suggestions for the gifted resource teachers, the schools with the gifted resource rooms, the institutions for fostering gifted teachers, and the prospective research are proposed.
|
|---|
