台灣資優教育的現況、挑戰與展望：回應學校需求的論述

The Current State, Challenges and Prospects of Gifted Education in Taiwan: Focus on Resources and Supports for Schools

2014年一場資優教育研討會開放對談中，教師與學校行政主管表述了現階段學校實施資優教育的需求與困境，焦點包含新設資優教育方案學校的需求、過去辦理資優教育學校面對安置型態改變的策略。本文以此為基礎，由歷史文件、政府機構網站與資料庫、相關文獻，檢視這些議題的歷史脈絡與現況。從1996年和2006年兩次全國性資優教育會議的內容分析，可發現台灣資優教育的趨勢，在安置型態上從集中到分散、在課程方案上從抽離到融入、在師資培育方式上從能力本位到標準本位。從資料庫分析發現，雖然就讀資優班或資優資源班的人數下降，但近年來資優方案類型多元，申辦的學校也漸增。這些分析結果顯現台灣資優教育與普通教育的關係日趨密切，資優教育新局的準備度與需求不同；本為參考資優教育教師專業發展相關文獻、借鏡不同發展階段學校運作有效策略的相關研究，提出對台灣辦理資優教育的建議：對初設資優方案學校提供結構化的外部資源與專業協助、對辦學優秀學校給予自主空間，並投入資源協助優秀教師專注於教學傳承與創新。期許台灣教育當局提供區分性的支持與要求，協助資優教育辦理學校與教師朝向更精緻與區分的專業發展。

The starting ideas of this article came from an open discussion among participants in a 2014 nation-wide conference on gifted education held in Taiwan. The participants included educators, administers and professors from different areas in Taiwan. Due to the rapid change of education for gifted and talented students for the past 10 years, the discussion of the participants focused on challenges and various needs schools and teachers faced in offering gifted programs. In order to respond to the needs of schools and teachers, the historical documents, articles and government web-sites were reviewed to better capture the current state, challenges and prospects of gifted education in Taiwan. The analysis of documentation and placement rate of gifted students showed that: (1) Gifted education in Taiwan is becoming more inclusive; (2) The requirement for teachers has gradually become standard based; (3) Various programs exist, within which, school-based programs and student-based programs have both increased. Based on these findings, the authors prposed a differentiated support system for schools and teachers. The support system emphasizes differentiated professional requirements and resources provided. For primary or part-time teachers, the system provides a scaffold for program planning and implementation. For mentors or full-time teachers, even though the requirements increased, more flexibility was granted. The resources provided enable teachers to focus on pedagogy and innovation rather than administrative tasks.