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題名 | 低成就資優生--小潔的個案分析=A Case Analysis on the Gifted Underachievement: A Senior High School Underachieving Gifted Girl |
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作者 | 胡金枝; Hu, Chin-chih; |
期刊 | 資優教育研究 |
出版日期 | 20021200 |
卷期 | 2:2 2002.12[民91.12] |
頁次 | 頁103-124 |
分類號 | 529.61 |
語文 | chi |
關鍵詞 | 低成就資優; 個案分析; |
英文摘要 | Gifted underachievement is one of the greatest social wastes of our culture. Except the loss of the society, the individual will be impeded for accepting advanced educational opportunities and personal developmental opportunities just owing to one's underachievement. If a gifted student gets poor academic performance, he or she will frustrate not only because the poor grades, the resistance of the peer, parents and teachers, but also the feeling of the poor performance in other areas. Once such an unpleasing experience grows, the gifted underachiever will produce negative attitude to schools, himself (herself) and many kinds of learning. Then his or her achievement motivation will become low. In addition, it's not easy to develop one's learning potential. Since the roots of gifted underachievement have been traced to personal traits, family and home characteristics, school and curriculum-related variables, and a mismatch between students' learning style and classroom demands. Therefore, in order to reverse underachievement, it is necessary to understand what are the causes of gifted underachievement. The main purpose of this case analysis is to explore the possible problems that gifted underachievers face, and hope the school systems can find some practices and strategies to help the gifted underachievers reverse their underachievement. After reviewing Shaw Ghieh's low self-concept, low self-esteem, low self-efficacy, low self-regulation, emotional problems, poor self-perceptions, poor social relationships, and negative attitude toward school, the research indicates that Shaw Ghieh needs positive and supportive guidance and assistance. So valuing the characteristics of the gifted underachievers; carrying out the identification and placement of the gifted underachievers; activizing the curriculum and teaching of the gifted underachievers; strengthening the guidance of career and psychology of the gifted underachievers; and fulfilling Renzulli's enrichment model of Type III become the most important tasks for assisting the gifted underachievers not to be ignored and to reverse their weakness. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。