國中教師對資優教育的認知表現之研究-以桃園市為例

Cognitive Performance in Gifted and Talented Education of Junior High School Teachers in Taoyuan City

本研究旨在探討桃園市國中教師對資優教育的認知表現，研究方法採問卷調查法，以自編之「資優教育認知量表」為施測工具。採立意抽樣方式，抽取桃園市443名國中教師為研究對象。所得資料以描述統計、t檢定及單因子變異數分析等方法進行分析。本研究獲致主要結論：一、桃園市國中教師對資優教育的認知表現為中上程度。二、性別、年資、職務及資優教育背景因素，對於桃園市國中教師的資優教育認知表現有顯著差異。三、年齡因素對於桃園市國中教師的資優教育認知表現無差異。根據研究結論，分別針對教育主管機關、學校行政與教師及未來研究提出相關建議。

The purpose of this study was to explore the cognitive performance in gifted and talented education of junior high school teachers in Taoyuan City. A survey design was used for the study. The data were collected using self-developed questionnaire called cognitive scale in gifted and talented education. Totally， 443 junior high school teachers in Taoyuan City were randomly selected for the study and descriptive statistics of t-test and one-way ANOVA were used to analyze the data. Results include (1) The subject have reached a better than average performance level; (2) Significant difference is found on the scale between males and females， between groups for years of teaching， and between different background in gifted and talented education; (3) No difference is found on the scale between the age groups. In the conclusion， a number of suggestions are provided for educational authorities， school administrators and teachers， and future researches.