在情意教育中回應資優生生命意義的追尋

Recovering the Pursuit of the Meaning of Life of Gifted Students in Affection Education

資優生的情意發展一直是資優教育相當關注的課題。資優生因其獨特的心靈敏銳度，容易對社會現象的覺察產生興趣進而感到困惑，提出有關生命存在意義的問題。因此，本文將透過情意教育的歷程，來回應資優生生命意義的追尋，以促進其情意發展。透過文獻探討資優生生命意義追尋的相關因素，包含其個人身心特質的獨特展現，及人際互動與外在環境的影響，且資優個體間差異懸殊，有著不同於一般同儕的情意需求；接著論述生命意義的定義、內涵與實現方法，提出生命意義追尋之情意教育課程設計的構念。經由教師引導資優生在追求生命意義的過程中，盡可能去選擇創造、體驗生活並以態度回應的方式來實現，從而在個體與環境的互動歷程中，發現個人獨特的生命意義；文末則從課程與教學的角度，以一位資優生之作品為例，呈現筆者回應資優生生命意義追尋的實踐歷程。

The emotional development of gifted students has always been a subject of considerable concern to gifted education. Because of their unique mental sensitivity, gifted students are easily interested in the perception of social phenomena and be-come confused and ask questions about the meaning of life. Therefore, this article responded to the pursuit of the meaning of life of gifted students through the process of emotional education, in order to promote their emotional development. Through the literature to explore the related factors of gifted students' pursuit of life meaning, the definition, connotation and realization methods of life meaning, and then put forward the concept of emotional education curriculum design of life meaning pursuit. At the end of the article, from the perspective of curriculum and teaching, taking a gifted student's work as an example, the author presented the practical process of the author's response to the gifted student's pursuit of the meaning of life.