A Study on Current Situation and Needs of Interaction and Sharing between Regular Class Teachers and Teachers of Gifted Students in Elementary Schools

• Main Authors: Chiu-ping Lin, 林秋萍
• Other Authors: 陳昭儀
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/56194467854453198616

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 95 === The purpose of this study is to understand the current situation and needs of interaction and sharing between regular class teachers and teachers of gifted students in elementary schools, and to compare the difference and gaps of the current situation and needs of interaction and sharing between regular class teachers and teachers of gifted students in elementary schools. In addition, this study also examines the current situation and needs of interaction and sharing between teachers of gifted students and regular classes in elementary schools under different background variables. Last but not least, the difficulties encountered and suggestions concluded in this study are analyzed and presented as well. This study takes 100 teachers of gifted students’ classes and 200 teachers of regular classes in both Taipei and Kaohsiung as subjects, with a valid sample size of 213 teachers. The research methodology adopted in this study includes questionnaire survey and interview, while the statistical methods applied in the questionnaire analysis of this study require mean, standard deviation, t-test. The major findings of this study are stated as follows: 1. When teachers of gifted students in elementary schools tend to have lower degrees of interaction and sharing with teachers in regular classes in terms of the current situation, the four dimensions sequentially from top to bottom are “functions of interaction and sharing,” “general needs,” “ contents of interaction and sharing,” and “ways to interact and share.” 2. When teachers of gifted students in elementary schools tend to have higher degrees of interaction and sharing with teachers in regular classes in terms of needs, the four dimensions sequentially from top to bottom are “general needs,” “functions of interaction and sharing,” “contents of interaction and sharing,” and “ways to interact and share.” 3. When teachers in regular classes of the elementary schools tend to have lower degrees of interaction and sharing with teachers of gifted students in terms of current situation, the four dimensions from top to bottom in sequence are “general needs,” “functions of interaction and sharing,” “contents of interaction and sharing,” and “ways to interact and share.” 4. When teachers in regular classes of the elementary schools tend to have higher degrees of interaction and sharing with teachers of gifted students in terms of needs, the four dimensions from top to bottom in sequence are “general needs,” “functions of interaction and sharing,” “contents of interaction and sharing,” and “ways to interact and share.” 5. The current situation and needs of interaction and sharing between teachers of gifted students’ classes and regular classes in the elementary schools will differentiate on account of disparity in teachers’ background variables. 6. There are no significant differences found in terms of the current situation and needs of interaction and sharing between teachers of gifted and general students in elementary schools. 7. The largest gap between the current situation and needs of interaction and sharing of teachers of gifted and general students in elementary schools lies in “ways to interact and share.” 8. The difficulties of interaction and sharing between teachers of gifted students and regular classes in elementary schools are stated as follows: lack of time or incoordinate time-matching problems, the interaction and sharing focusing on students’ problems, geographical limitations, unacquaintance of each other, insufficiency in quantity of interaction and sharing, and disparity of systems. 9.The suggestions of interaction and sharing between teachers of gifted and general students in elementary schools are presented as follows： alleviation of teachers’burdens,arrangement of seminars and symposiums, and adjustment of the sorting system for gifted students , mutual learning, appreciation and advantage sharing among teachers ,the active roles played by the teachers of the gifted students in the relation of interaction and sharing, sharing of information , in which notice of informative exhibitions and news about art and letters can be acquired , merging of routine interaction and sharing into curriculums by means of curriculum integration methodology.