羅東高中資優班發展現況與未來展望

本文旨在介紹羅東高中推動資優教育的現況，分析該校的課程特色，探究辦理資優教育的困難挑戰與未來展望。本研究透過文件分析法，先簡要敘述該校的背景目標與現今資優課程的實行運作，並說明其課程模式與活動規劃；研究者並於實地學校參訪中，詳實紀錄該校成立資優班的背景因素、課程研發與師資安排、教學環境設備等內容；透過與該校三位數理資優班的任課教師進行訪談，探究他們眼中的資優生圖像，甚者同樣訪談三位數理資優班學生，實際了解資優生眼中的資優教育。研究發現該校教師班級經營風格傾向發展學生自主性，使其學生愈能發揮其天賦長才，不僅在數學、物理、化學等科目表現優異，在專題研究過程中亦見學生研究熱情與才能，然尚有極少數未能達成預期表現的學生，為符應適性發展，與本人、家長多方溝通協調出其適當進路；相對地，資優生也深感自身擁有良好的硬體環境與豐富的多元師資，也肯認教師加深加廣的課程安排，惟身肩參加科學展覽競賽與各項國際交流盛事之重責，著實發現時間不足。文末整合文獻資料、師生訪談意見與實地觀察記錄，分別從資優班整體運作、課程安排等制度面問題提供建議，以供未來該校及欲成立新資優班的學校參考，有效解決預期可能面臨的困難，並且盼能引發其他資優設班學校的積極關注與持續投入，冀能給未來將成立資優班的學校作為典範之一。 This article aims to introduce the current implementation of gifted education in National Lo-Tung Senior High School (LTSH), analyze its curricular features, and investigate its challenges and prospective of their gifted education. By means of document analysis methodology, the researchers precisely described school background, goals and current development with a focus on curriculum models and event arrangements. In the course of school visit, the researchers specifically documented why the mathematics and science gifted class was set up, what courses were developed and how teachers were allocated to teach. The teachers and students of gifted classes were interviewed individually. Research findings suggest that teachers of gifted class all wish to build students'autonomy without limiting their talent and strength. Not only math, physics, chemistry fields but also research projects were salient platforms for them to demonstrate their talents and passion. Yet a few of them were not as expected, so the school's communication with students and their parents should be built to satisfy their needs. Through the eyes of the gifted students, they appreciated the rich resources they had and teachers' enrichment in curriculum designs. While gifted students were endowed with chances to attend all important events such as Science Fair, competitions and international affairs, time limit was their major concern. We explored the possible solutions to challenges in an attempt to solicit attention and constant involvement from future gifted programs in schools. Implications and suggestions would be discussed as a reference for the officials and experts in the field of gifted and talented education.