高中語文學術性向資優班潛在退班傾向學生之抉擇與生涯思考脈絡

Career Thinking of Verbally Talented Students in Senior High School and their Decision to Withdraw from Gifted Class

本研究探討高中語文學術性向資優班學生萌生退班念頭之因及其去留抉擇，並依其生涯取向，分析生涯思考與生涯決定之脈絡。依據研究目的，提出研究問題為：了解語資班學生產生退班念頭的動機背景與衝突發現及調適轉變，並分析其對生涯的覺察反思與生涯決定之影響脈絡。因此，本研究以紮根理論研究取向，透過深度訪談，蒐集研究參與者之去留抉擇與生涯思考的歷程脈絡與現象經驗之資料，以建構其意義內涵。研究參與者為就讀大學四年級學生，且高中就讀語文學術性向資優班，曾有退班傾向但最終未退班者，共13位。其中女性9位，男性4位，平均年齡為21.6歲。結果發現：學生萌生退班念頭與升學體制、學習方式及未來發展有關，亦有認為語資班與其期待不符。而當其抉擇是否退班的過程，發現其中仍有諸多吸引其繼續就讀之處，是引發其在抉擇衝突中能釐清想法的關鍵。此外，大學科系給予研究參與者諸多不同的學習歷程，亦使其理解學習環境與科系及生涯的關聯，非為絕對限制。因此，本研究建議教師應強化覺察力，以及早發現潛在退班傾向學生並尋求適時介入之時間點，同時透過分析學生優勢潛能與表現差距的歷程，引導其思考自我之學習偏好與執行落差的調適方式，並關注其於此一歷程之想法變化，作為語資班之班級經營、課程規劃、行政運作與教學策略等向度調整之參考。

Purpose: This study explored the reasons that verbally talented high school students have thoughts of quitting classes and then analyzed the context of career thinking and career decisions based on their future career orientation. The research aims were (1) to understand the motivational background, conflict discovery, and adjustment changes of verbally talented high school students and (2) to analyze participant perceptions of their careers and the context of their career decisions. Methods: With its grounded theoretical research orientation, the study employed in-depth interviewing to collect data on participant decision-making, career thinking process contexts, and phenomenon experience in order to construct meaning and connotation. The participants were fourthyear university students. They had enrolled in a class in high school for verbally talented students, considered quitting the class, but in the end did not quit. The 13 participants (9 women and 4 men) had an average age of 21.6 years. Results/Findings: Students’ initiation of quitting the class was related to their entry route, their own learning methods, and their future development, and some believed that the class did not match their expectations. However, when they were deciding whether to quit the class, they considered the many advantages of continuing, which was the key triggering them to clarify their ideas in the conflict of choices. In addition, the university provided the participants with numerous learning journeys, which enabled them to understand the relationship between the learning environment, the department, and their career. Conclusions/Implications: The findings suggest that teachers should guide gifted students to discover their language advantages and express their own characteristics. In addition, the curriculum should combine the personal strengths and language-related experiences of students to enable them to uncover their own strengths and unique characteristics. This method could be used to respond to student learning preferences and could be adjusted in line with the difficulties encountered by students or situations where they were not interested in certain topics. Teachers should also pay attention to the problems encountered by gifted students in their career choices and guide them from the conflicts of ideas and concepts toward discovering perspectives that promote changes in thinking. Therefore, teachers should strengthen their awareness and identify students with thoughts of withdrawing from gifted classes and seek the time for intervention as early as possible. Teachers can analyze the gap between student potential and performance to guide students to think about methods of finding their own advantages. In addition, teachers should note changes in student thinking during decision-making processes and adjust class management, curriculum planning, administrative operations, and teaching strategies in a timely manner.