國小資優學生在獨立研究課程中「社會參與」素養之展現

The Social Participation of Elementary Gifted Students in Independent Study Course

資優教育的目標之一是培養資優學生的社會責任、引導回饋服務的人生觀，即十二年國教「社會參與素養」的培養。將此目標落實在實踐上，資優教育獨立研究課程透過研究促進問題解決能力，並藉由對研究的反思養成社會責任感與公民意識，主動關心社會議題積極參與社會活動，應有效回應社會參與素養。故本研究欲探討資優學生在獨立研究課程中「社會參與素養」之展現情形，研究問題包括：資優學生在獨立研究課程的社會參與意識為何？在獨立研究課程的社會參與行動為何？以及在獨立研究課程的社會參與結果為何？
本研究採質性研究，以兩間國小資優資源班高年級獨立研究課堂為研究場域，進行為期一學期的資料蒐集。研究者將課堂觀察、訪談與學習文件等資料進行分析，透過編碼與詮釋發展出核心概念，理出在獨立研究課程中資優學生的社會參與情形。
研究結果發現，資優學生(1)在發想獨立研究主題時的社會參與意識，包括：對社會多層面的關心，以及回饋社會的使命感；(2)在執行獨立研究時的社會參與行動，包括：置身專業社群考量研究邏輯嚴謹度、與研究社群討論、激盪和協商的合作模式，以及換位思考社會大眾如何參與研究成果；(3)在獨立研究成果展現的社會參與結果，包括：知識概念上的深化以利己和利人，提出對社會運作的新觀點以利社會。最後，本研究依據研究結果，提出教師如何結合情境與主題，有意識地引發資優學生社會參與意識、行動與結果之建議。

One of the objectives of gifted education is to develop a sense of social responsibility in gifted students and help them become individuals who contribute to society. This is known as cultivating social participation in Taiwan’s 12-year basic education. When implementing this objective, independent study courses provided by gifted education are designed to explore real- world problems, develop problem-solving skills, and raise civic awareness and a sense of social responsibility to pique students’interest in social issues and social participation, thus learning to showcase their social participation. Therefore, this study intends to explore how gifted students show their social participation in an independent study course through a slew of questions listed below: What is the awareness of social participation of gifted students in the ideation process? What are their acts of social participation in the implementation phase of an independent study? And what are the outcomes of social participation at the end of an independent study?
This study conducts qualitative research in the classrooms of two independent study courses offered to fifth and sixth graders in elementary schools by collecting data for an entire semester. Then the data gleaned from classroom observation, interviews, and documents relating to learning have been analyzed, encoded, and interpreted to develop core concepts, thereby identifying different levels of social participation of gifted students at various stages of an independent study course.
The research results indicate that (1) Gifted students show awareness of social participation in the ideation process, which means they are concerned over a wide variety of social issues and feel obligated to give back to society. (2) During the implementation phase, gifted students showcase their social participation skills by joining a professional community to appraise logical reasoning, developing a co-operative model among research communities, and trying to imagine how the general public might partake in the research or apply the research results. (3) Gifted students are able to deepen their knowledge and then benefit themselves and others while proffering new insights on prosocial behavior. Lastly, this study suggests how teachers should incorporate topics into certain scenarios with aims of igniting awareness of social participation in gifted students and facilitating their actions and worthy outcomes.