英文摘要 |
Learner subjectivity curriculum is the rationale of implementing competency-based instruction in the Curriculum Guidelines of 12-Year Basic Education. In gifted education, assessing gifted students' learning needs and designing the personal relevant approach curriculum are also revealed the importance of the learner subjectivity curriculum. In this regard, the issue of how a gifted education teacher, in the post standardization era, responds to gifted students' needs and develops teachers' professional competencies under the competency-based curriculum guideline should be considered for designing adaptive learner subjectivity curriculum. The process and challenges of designing competency-based curriculum by an elementary school teacher for gifted learners was presented. The teacher practiced reflection on her teaching through gifted education teachers' community conversation, dialogues with other general education teachers, and investigation into gifted education classes so as to develop learner subjectivity curricula in a meaningful manner. In sum, the gifted education teacher with the learner subjectivity in mind was situated in the tensions of habituation, encountering with the realities, and employing decision-making. The teacher was aware that professional judgment is the essence of applying learner subjectivity curriculum for gifted learners. It is a ''rightness of fit'' judgment for manipulating gifted education class appropriately, as well as the essence of developing the competency-based curriculum design for gifted education teachers. |