A Study on School-Based Gifted Education Program about School Support System and Students’ Self-Efficacy – Take Yucai Junior High School for Example

• Main Author: 林秀玲
• Other Authors: Kuo-Liang Yen
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/9rd726

碩士 === 國立新竹教育大學 === 教育與學習科技學系教育行政碩士在職專班 === 104 === The purpose of this study was to investigate the development process and the operation, school support system and the students’ self-efficacy on School-Based Gifted Education Program in Yucai Junior High School. A qualitative research method, relevant documents, reflection notes and participant observation were conducted for this. A total number of 13 educators, 8 students and 2 parents were interviewed in this study. The main ideas were as follows. 1.The School-Based Gifted Education Program in Yucai Junior High School was led by the executive. 2.The School-Based Gifted Education Program in Yucai Junior High School was supported for a long time by the relevant teachers and the multiple curriculum and activities. Still, the main idea of this program was to inspire the students’ independent learning, to cultivate the talented behavior and to create the high quality peer-learning model. 3.The challenges and the dilemma of the School-Based Gifted Education Program were the deficiency of teachers in quality and quantity, the imperfection of curriculum planning and the incoordination of extra classes. 4.The active attitude of principle for positive leadership and focusing on stu-dents’ learning and ability-showing made the executives, teachers and parents work together; the expansion and introduction of human resources provided the most powerful support for students’ learning and the sustainable development of the gifted program. 5.Taking the gifted students’ multiple needs and characteristics into consideration, the program emphasized on the breadth, depth and challenges of the course design and teaching plan, and the adjustment of classroom space and equipment to provide students with the development of adaptive learning environment. 6.Several dimensions like parental advisory services, student counseling and teacher training still need to be strengthened. In this way, we just can be able to expand human resources and improve service quality of gifted education. 7.Teachers, students and parents to school support system of the level of de-mand is higher than the status of implementation. 8.By academic performance to enhance self-efficacy, students demonstrate a positive attitude towards learning and academic achievement. 9.By relationships to enhance self-efficacy, students broaden horizons and learning areas of life through good interaction. 10.By initiating the career planning and development to carry out self-efficacy, students are willing to try to explore, select the target. According to the findings, some suggestions were made for the administrative authority for education, school education staff, as well as for future study.