以教師視角敘說數理型雙重殊異學生之輔導歷程

Narrating the Tutoring Process of Twice-Exceptional Students in Mathematics and Physics Field from the Perspective of Teachers

雙重殊異學生內在的優勢與障礙，使其因遮蔽效應而顯現獨特且難以解釋的特質和差異。因此，本研究以質性研究取向，透過教師觀點敘說其如何輔導一位高中數理型雙重殊異學生之歷程，以理解教師於此一歷程面對此位學生的「初始相遇」、「需求思考」、「溝通討論」、「資源尋求」、「衝突轉折」、「支持接納」等階段之感受與現象詮釋。本研究設計為透過半結構式訪談題綱，引導研究參與者深入描述前述階段之真實經驗。研究發現如下：教師能理解學生之身心發展與適應之衝突，由此而思考其獨特性與需求本位，逐次與教師、學生、學校等三方溝通而培養認同默契，以形成共識，終而建構正向支持系統與促成資源整合，達成學校適應良好與家庭平衡和諧之目的。

"The inherent strengths and obstacles of the twice-exceptional students make them show unique and inexplicable characteristics and differences due to the shadowing effect. Therefore, this research adopted a qualitative research orientation, through the teacher's point of view, narrating how to tutor a high school student with both mathematics and physical differences. The purpose of this research was to understand teachers' feelings and interpretations of this process. These stages included''initial encounter'',''needs thinking'',''communication and discussion'',''resource seeking'',''conflict transition'', and''support and acceptance''. This study used a semi-structured interview question outline to guide the research participants to describe their real experience in the counseling process in depth. The findings of this research were as follows: (1) Teachers could understand the conflict between students' physical and mental development and adaptation; (2) Teachers could think about the uniqueness and needs of the twice-exceptional students; (3) Teachers, students, and schools could fully communicate and cultivate tacit understanding to form a consensus; (4) The school could construct a positive support system and promote the integration of resources; (5) This counseling process could achieve the goal of the student adapting well in school and helping her get along with her family in harmony."