頁籤選單縮合
題名 | 資優教育品質及其影響因素探討= |
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作者 | 秦汝炎; |
期刊 | 國立臺灣師範大學教育研究所集刊 |
出版日期 | 19880600 |
卷期 | 30 1988.06[民77.06] |
頁次 | 頁左23-72 |
分類號 | 529.61 |
語文 | chi |
關鍵詞 | 品質; 資優教育; |
英文摘要 | The purposes of this study were to assess the quality of gifted education and to look into the factors which influence its effectiveness. The subjects were recruited from six junior high schools and five elementary schools engaged in gifted education in Taipei. There were 45 school administers, 84 teachers of gifted students, 56 teachers of non-gifted students, 139 8th grade gifted students, 557 8th grade non-gifted students, 129 5th grade gifted students, and 488 5th grade non-gifted students in the sample. The researcher used three questionaires and two tests to compare the differences between gifted and non-gifted group and the differences among every schools from the views of educational input, educational process, and educational outcomes. The three questionaires are (1) The Schooling Quality Questionaire (Teacher's Part and Student's Part) (2) Survey on Gifted Education (Administer's Part and Teacher's Part) (3) The Family Life Questionaire. The two tests are: (1) achievement tests for the 8th grade students (include Mathematics, Physics and Chemistry) and (2) achievement tests for the 5th grade students (include Mathematics and Science). One way, two way ANOVA and percentage were used to analize the results. The major findings were as follows: 1. The quality of education is better in the 8th grade gifted classes than in the 8th grade non-gifted classes, whilever it was assessed from the dimension of educational input, process, or outcomes. 2. The 5th grade gifted classes showed lower quality than non-gifted classes in educational process, but higher achievement than the latter. 3. The teachers of gifted students reported better teaching attitudes and teaching methods than the teachers of non-gifted students. They also attended more professional training. But teachers of different teaching ages and educational degrees didn't show any significant differences in teaching attitudes and teaching methods. 4. Some schools showed higher educational quality in every dimensions, but some schools showed inconsistent results among those ones. The quality of gifted education in each school was quite different from the others. 5. The factors most favorable to gifted education are good teachers, good students, and flexible curriculum design. While the factors most unfavorable to gifted education are high stress of The Entrance Examination, fixed educational system, academic oriented attitude of parents, and passive learning attitude of students. |
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