高中資優班畢業女性談資優教育之影響

Influences of Gifted Education: Viewpoints of Young Females who Graduated From Senior High School Gifted Classes

本研究對象為84位民國75－87學年度就讀高中資優班或參加資優甄試入大學的女性資優學生，含數理、語文、音樂、美術、舞蹈五類資優班畢業學生。她們現年23－35歲，目前85％的受訪者已就業，26％的受訪者已結婚，14％的受訪者已育有子女。研究者透過訪談了解高中資優教育對受訪者的影響，並請受訪者提供對學妹們的建議。研究結果分成對自我概念、思考與情意、生涯選擇、學習典範與激發潛能五方面加以分析，大部分的受訪者對高中資優教育的影響持正面的態度，不過也有受訪者覺得壓力大、產生挫折感及喪失信心。她們對學妹們的建議則包括：（l）了解自我，選擇自己的人生；（2）多方探索，腳踏實地；（3）理性面對「資優」標記，抱持合理的期望；（4）提早規畫生涯，跳脫性別伽鎖。

This study attempted to explore how high school gifted education influenced students in the past and what suggestions those students had for future gifted females. Face-to-face interviews were used in this study. Participants included gifted females who received gifted education during high school or passed the admission via recommendation and screening during 1986 to 1998 in Taiwan; their majors separately were talented in science, language art, music, visual arts, and dance. Now the ages of these interviewees are 22 to 35. Nearly 85% of the interviewees are at work; whereas 26% of the interviewees were married and 14% had children. Five dimensions were raised to examine the influences of gifted education at senior high school; they were: self-recognition, thinking and appreciation, career choices, model of learning, and potential stimulation. Most of the interviewees showed positive attitudes for the gifted education in senior high schools; but there were some interviewees described that their experiences in gifted classes brought them much pressure, frustration, and loss of self-confidence. This study concluded with four fundamental suggestions proposed by the interviewees for younger gifted female students, such as: understanding oneself to the full, learning with an open mind and enthusiasm, realizing one's potentials and limitations under the label of 'the gifted,' and making career planning in advance regardless of gender.