生「聲」不息：資優年會中四位資優成人的成長敘說

Student Voice: Four Gifted Adults’ Narratives about Growth in the CAGE Annual Convention

「學生聲音」（student voice）是重要但鮮少在教育領域被系統性探究的議題。四位已成年的資優生或中華資優教育學會之邀，於年會中分享生命經驗，訴說生命流轉中，「資優」意義的建構與解構。本文試圖整理這四位資優成人的成長敘說，收錄他們言談所建構出的「聲景」（voice landscape），一方面是了解資優教育培育出的人才的發展樣貌，另一方面是希望透過「資優生的聲音」檢視與啟發資優教育的運作。四位資優成人的成長敘說內涵相當多元，接受資優教育雖啟蒙了自身的潛能發展，但「資優」標籤帶給個體的壓力或助力，依舊是資優生不斷思辨的議題。此外，資優生透過自我覺察、環境調整及家長支持，有著豐沛的自我學習能量，在體制內或體制外闢拓出自主學習的空間，成為獨特的個體，展現出風格迥異的生命風貌。透過四位資優成人的成長敘說迴盪出的意蘊，本文提出逃獄人才品味的方向，提供資優教育社群共同思考：1.從學生發聲到學生參與的彈性空間；2.才能發展中「群性」與「專一」的拿捏；3.內在動機引燃的自我學習能量。

Student voice is an important issue but less to be investigated systematically. In this paper, four gifted adults’ narratives about life experiences in the CAGE annual convention were documented. By doing so, we can not only understand the talent development of students nurtured by gifted education, but also their sharing might inspire gifted education implementation in Taiwan. According to the multiple contents of four gifted adults’ narratives about growth, gifted education did develop their potential. But they still tried to make sense of the positive and negative effects of gifted labeling. In addition, they had a lot of self-learning energy frm self-awareness, environment adjustment, and parental supporting, so that they made automatic learning space in or out of education institutes. They were becoming unique individuals with different life styles. Based on the four gifted adults’ narratives, the ways of talent development were provided: (a) flexible learning environment from student voice to student participation;(b) reaching balance between social competence and individual concentration; and (c) self-learning energized intrinsic motivation.